The paper indicates major features of microcomputer systems and suggests limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of computer assisted instruction with special populations remain. Teachers must become computer literate, knowledgeable in instructional classroom…

An administrator in a school for the deaf details concerns in implementing a computer assisted instruction program. He touches upon the state's bureaucratic approach to decision making, funding, the importance of changing the system to meet current needs, and selection of appropriate technology. (CL)

The Hearing Handicapped Program in Jefferson County Public Schools, Colorado, uses microcomputer technology for instruction of hearing impaired students with or without additional handicaps. Applications include drill and practice, tutoring, simulation, problem solving, and communication. (CL)

After six weeks of reading instruction using a microcomputer, 10 deaf children (three to six years old) demonstrated significant improvement in word recognition and identification. Results suggested that instruction should take advantage of the young child's cognitive readiness regardless of his/her primary mode of communication. (CL)

Teachers of hearing impaired students can be helped to write scripts for computer software. Questionnaires help establish the subject area, target population, computer application, and program goal. Then activities are designed, variables are considered, and feedback is detailed. Teacher involvement will allow the greater effectiveness in computer…

MELBORP, a microcomputer software package designed to provide math drill and practice, allows hearing impaired students to practice on their own, compete against others, or compete against the computer. Teachers can specify objectives to be practiced and can identify student progress and scores. (CL)

The author argues that the computer will eventually replace typewriters in the typing classroom. There are four reasons for this: (1) it will be economically justified; (2) it can provide multiple use and total versatility; (3) it is reality-oriented; and (4) it will be an effective teaching-learning situation. (CT)

Findings from two experiments showed that students can effectively manage their learning needs in a computer-assisted instructional (CAI) system when provided continuous, updated advisement information about their achievement (diagnosis) and instructional needs (prescription) in relation to the objective. (Author/DWH)

Describes a simple computer game for writing poetry. Notes the advantages and limitations of such computer assisted English instruction. (RL)

Describes a specific diagnostic model and its use in training and evaluating health care personnel. Educational viability is examined in terms of (1) reality of simulation, (2) stability of student performance, (3) relationship of student performance on simulation to performance on more conventional testing, and (4) applicability of simulation to…

Describes survey on computer assisted instruction (CAI) in foreign languages at four-year colleges in the U.S. Results show those using it are enthusiastic, while those not using it cite cost, suspiciousness of professors toward modern technology, and lack of experienced personnel as reasons. (Author/BK)

A behavior management simulation training system for special education teachers was carried out through microcomputers. Four software facets focused on the behavior game, feedback, computer assisted instruction, and computer guided implementation. (CL)

Suggests that computers today have even more uses in schools than they did in the sixties. Presents the plan used in the Lexington (Massachusetts) Public Schools to employ computers in education. (JM)

Results showed that computer assisted education could be used effectively in a jail setting provided that its capabilities and limitations were properly understood. (Author/IRT)

CONDUIT distributes eight packages of computer-based instructional materials in its physics series; three are simulations of physical phenomena, and the others require students to write programs to solve physics problems. Specialized versions are being developed for microcomputers with graphical output and modern computer languages. (CMV)