The most common use of computers in schools is to provide the opportunity for "drill and practice" of already covered material: the computer serves as a substitute for flash cards and worksheets. Through computer generated problems, children can gain mastery of curriculum content, and increase the speed of their responses to questions.

This computer function is most valuable for children who require repetition in order to master concepts or information, and for those who require problems to be broken down into multiple steps. Their greatest asset in this regard is their lack of emotion, their infinite patience. Computers will allow children to proceed at their own pace, to make mistakes, and to search out the correct response.

They also can provide instant feedback, which is impossible for a human teacher. Also unlike people, computers do not have "bad days," they will not become frustrated, and they are non-judgmental about errors. In fact, they can be precisely the opposite: existing software has many features that reward children for correct answers, and which otherwise increase their motivation to continue.

A related benefit of these programs is that they free the classroom teacher to provide more meaningful assistance and instruction to all the children in the class.

A second area of computer potential is as a tutor or instructor: commercial software or software designed or adapted by school staff, can provide instruction of new material. Educational software is available that addresses almost all curriculum subjects and grades. They use a variety of written explanations, graphics, and problems to provide instruction.

The software also is sophisticated enough to generate additional problems when children demonstrate difficulty in grasping the concepts being taught.

This use of computer technology is especially important for the integration of children with cognitive impairments into mainstream educational settings. Integrated programs that tailor instruction to the educational levels of individual students are currently being advocated as the model program for educational services delivery to children with disabilities.

In integrated classrooms, all children in a class will have common instructional periods for various subjects: math, for example, but learning is individualized to the child's ability. If a child with a disability is not capable of benefitting from the same instruction as is offered to the class as a whole, s/he can receive individualized instruction through the computer.

With proper lesson planning, the child can be integrated into the class lesson for part of the session, and be directed to the computer for other parts.

This use of the computer also will provide benefits to children who have no cognitive impairments, but who have been unable to participate in regular education settings because of sensory and/or severe physical impairments. Computers may provide an alternative for children who may not be physically able to manipulate class texts and paper.

For example, there are many different ways a computer can present information in a textbook: it can read the text aloud; it can display the text on a screen in normal size; and it can alter the text display, such as by increasing the size of the print, or re-printing the text in Braille or large type.

Another alternative is to provide a substitute learning experience for a child whose physical limitations interfere with his or her participation in certain activities, such as a chemistry lab. Software exists to allow students to model the same experiments on the computer and thereby gain the same knowledge as his or her classmates.

Yet another alternative is perhaps the most obvious: the computer can serve as a pen, paper and notebook for children who are unable to write, take notes, or complete assignments due to a variety of disabilities.

Finally, computers have the ability to teach children generalized problem solving skills that will supply benefits throughout their lives. Programs can teach children organizational skills, problem simplification, fact analysis, and permit trial and error solutions.

Despite the extraordinary variety of uses to which computer technology can be put in schools, they will be of no benefit to children with disabilities unless the schools make computer aided instruction part of the child's program. Parents can rely on many resources to demand that computer aided instruction be considered for their child, and that it actually be provided. Parents have the right to insist:

• that their children receive an appropriate evaluation by knowledgeable professionals;


• that appropriate an accessible computer hardware and software be purchased;


• that computer access be provided in all subject areas in which it will provide benefit to the child's learning; and if necessary,


• that a computer be made available for the child's sole use.

There is a strong legal foundation to support parent demands that their children with disabilities be provided computer access.

The Individuals With Disabilities Education Act ("IDEA," formerly the Education for All Handicapped Children Act ("EHA")), is an effective means to secure computer access by students with disabilities. Under the IDEA, children between age 3 and 21 are entitled to a "Free Appropriate Public Education" (FAPE).

A FAPE consists of 3 interrelated parts: special education, related services, and least restrictive environment. Access to a computer can constitute any or all of these components of an educational program for a child with disabilities.

Any serious question regarding the obligations of school districts to provide computers or other assistive technology devices and services ended in August 1990, when the Office of Special Education Programs issued a policy letter that expressly prohibits school districts from categorically refusing to consider assistive technology as part of the development or review of a child's IEP, or to refuse to provide assistive technology identified as necessary.

The policy letter states further that assistive technology devices and services can be either special education, a related service, or a supplementary aid or service that supports a student's least restrictive placement. In October 1990, Congress confirmed the substance of the OSEP policy letter. In the Individuals with Disabilities Education Act Amendments of 1990, Congress supplied definitions to the terms "assistive technology devices" and "assistive technology services."

Read together, the OSEP Policy Letter and 1990 IDEA Amendments make clear that computer evaluations, devices, and follow along services fall within the scope of the IDEA, and that they must be provided by school districts when determined to be necessary.

Section 504 of the Rehabilitation Act of 1973 prohibits schools from discriminating against children with disabilities. This will include school assertions that there simply are not enough computers to go around, or that computer access is available only for some children, but not others. Section 504 prohibits schools from denying children with disabilities access to aids benefits or services provided to other children.

It also prohibits schools from limiting their participation in, or benefit from an aid, benefit or service provided to others. Where children without disabilities have access to computers in school, the denial of computers to children with disabilities will constitute a violation of Section 504.

A third legal mandate for schools to supply computers needed by children with disabilities is the Americans with Disabilities Act, passed in 1990. Title III of the ADA prohibits discrimination against persons with disabilities by operators of public accommodations and services providers, including places of education.