An interactive video social skills training program resulted in significantly higher peer acceptance of mildly handicapped elementary students in experimental group rather than in control group. (CL)

The paper explains how interactive video can be used to create a special type of software that combines the best features of videotape (motion and color) and computer-assisted instruction. A rationale for interactive video is provided, and a sample lesson described. (Author/CL)

The computer literacy program at the American School for the Deaf includes knowledge, skill, and attitude objectives intended for key punchers, operators, programmers, and analysts. (CL)

A model for implementing new programs in technology for special education features four critical attributes: planning, professional education, development, and evaluation. Obstacles within each category and experiences in overcoming them are cited. (CL)

The evolution of the computer program at the New York School for the Deaf is traced from initial investigation of student needs, development of a proposal, further planning, staff training and inservice, implementation, and its eventual student and administrative use. (CL)

Use of personal computers as teaching partners in basic skills instruction of the hearing-impaired personalizes and extends teaching techniques related to existing textbooks. This approach provides both phonetic and phonologic practice. Benefits of this approach are the faster pace and better retention of the material, peer support in performing…

The article describes specific thinking skills that can be developed and used with BASIC programing, LOGO programing, and data processing with PFS:FILE. Experiences of the computer education program at the Austine School for the Deaf are cited. (CL)

The software programs "Toddlers' Tutor" and "Story Machine" have been used along with fingerspelling and sign language interpretation with deaf and mentally retarded students. Improvements have been noted in the reception/expression of basic and expanded forms of signed and written language. (Author/CL)

The paper describes how "IBM Graphing Assistant" and "Apple Softgraph" can foster a multifaceted approach to application of mathematical concepts and how a survey can be undertaken using the computer as word processor, data bank, and source of visual displays. Mathematical skills reinforced include estimating, rounding, graphing, and solving…

The industrial education orientation program at Wisconsin School for the Deaf (WSD) presents problem-solving situations to all seventh- and eighth-grade hearing-impaired students. WSD developed user-friendly microcomputer software to guide students individually through complex computations involving model race cars and rockets while freeing…

The article describes how instructional development can be used to reach better computer assisted instruction development decisions; then it describes and compares different levels of authoring tools for use in different types of instructional situations. (Author/CL)

A total of 79 hearing-impaired children (3-14 years old) participated in the project involving microcomputer assisted instruction and exploratory learning. Ss learned to write text sentences that were highly accurate interpretations of either animated pictured action sequences or sign language sentence animations. Moreover, Ss made significant…

The article describes a computerized language analysis system that produces a detailed description and summary statistics to track language growth within student populations. This microcomputer-based language assessment system simplifies identification of deficits in productive language, enabling the teacher or clinician to spend more time…

The article addresses oversimplified responses to Logo research with hearing impaired students. It describes goals of current Logo instruction, reviews some Bank Street College research on Logo and thinking skills, offers guidelines to educators for thinking about this research, and illustrates how research may be used to create improved Logo…

A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the availability of professional support by qualified persons after the placement. (Author)