Computer interventions for children with disabilities: Review of research and practice

This chapter presents an argument for the employment of computers in education and the possible improvements especially for students with disabilities. Early in the chapter questions concerning technological change are discussed in reference to research and practice. The view in disability education is moving towards lifelong learning and the need to apply advances in both technology and research to accomplish this goal. Employment of cognitive theories coupled with emerging technologies is hypothesized to improve the paradigm shift in education from classroom centered instruction to distributed learning environments. Proposed is that research in cognitive psychology, especially with findings for constructive theories can be successfully applied to disability education.