Abstract
Important issues related to quality in the use of technology with children with learning disabilities are discussed. The need for basic pedagogical considerations is stressed, and the impact of the computer on the learning process is introduced relative to the factors of learner control, motivation, feedback types, graphics, and screen design. The use of computer-assisted programs with speech feedback is analyzed relative to children with reading disabilities. Finally, a scheme containing the main considerations related to what constitutes “quality” is presented.
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