Information is provided on a practicum that addressed the lack of access to computer-aided instruction by elementary level students with learning disabilities, due to lack of diverse software, limited funding, and insufficient teacher training. The strategies to improve the amount of access time included: increasing the number of computer programs by creating a public domain software library, widening the variety of software, and providing teacher training to integrate software across the curriculum. Public domain software was obtained from online services, computer bulletin boards, and commercial vendors. Each program was previewed and classified by subject area (English, spelling, reading, social studies, science, and music) and by type (drill, application/strategy, entertainment, simulation, creativity, and utility). The service was publicized, and teachers were trained in procedural access. Students with learning disabilities reproduced the software, designed and printed labels, and maintained a dissemination policy. An increase in student self-esteem and social interactions was displayed. Computer access time increased as the number of programs increased. By supplying inexpensive, functional software to the teachers of children with learning disabilities for use in computer-aided instruction, individual student needs were addressed. Appendices include a Teacher Questionnaire for Computer Access, a list of seven vendors, and a list of the software acquired. (Contains 34 references.) (SW)