Abstract
When children with disabilities have difficulty with written communication, members of their educational teams, including occupational therapists and physical therapists, often recommend use of a word processor. This annotated bibliography summarizes a variety ofarticles that describe the use of word processing technology with school-aged children. The articles include research reports, descriptions of special features used with word processing programs, and guidelines for using word processing with students. Implications for occupational therapists and physical therapists working with students who have written communication problems are discussed.
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