Issues and Guidelines for Implementation of a Computer Curriculum in Special Education

The literature reveals limited use of the microcomputer in special education, although empirical evidence exists which supports the claims of accelerated learning via microcomputers. Limited special education use of microcomputers is approached in this article from the position that the educational domain is lagging behind business and industry regarding technological change-over. This 'lag' is questioned in regard to administrator roles. Administrators and special service professionals are encouraged to make changes that could benefit the educational system. Guidelines are provided for incorporating microcomputers into the special education curriculum.