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In this literature review, the effects of technology-assisted instruction on the learning of students with mild and moderate disabilities are synthesized for the 1988–1995 period. Empirically based findings are reviewed and discussed in the basic skill areas of reading, written expression, whole language, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and recommendations are provided regarding the design of software for students with disabilities, effective instructional practices, curricular integration, and uses of newer technologies. Future directions for research and challenges facing teachers of students with disabilities are identified.
Fitzgerald et al. (Sat,) studied this question.
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