In the nearly two decades since, Computer Based Instruction(CBI) has been widely revered, reviled, and researched. it has been used extensively with students with disabilities, with uneven effects. The purpose of this article is the reviewing the impact of computer and other technology-based instruction on teaching and learning for students with mild disablities. In this article defines CBI as the use of a computer and other associated technology with the intention of improving students´skills, knowledge, or academic performance. We have included applications such as computer-assisted Instruction, programming, word processing, and interactive video. This article disussed the impact of CBI on the teaching process, highlighting trends and changes in curricula, instructional processes, classroom management practices, and teacher attitudes, and described the influence of different CBI applications on the achievment of students with mild disabilities.
In many studies, we reviewed that the computer has influenced not only what students are taught, but the instructional procedures and management practices teachers use in their classroom, and that CBI has been used to deliver instruction and practice, for exploration and discovery, and to enhance learning through technology tools. In addition, teacher´s attitudes toward CBI have advanced from relatively negative feelings in the early 1980´s to generally positive perceptions of the role of technology as an instructional tool. As CBI progresses, it will undoubedly continue to influence the role of teachers and the nature of instruction they provided to students with special needs.
The field of special education has shifted from an almost exclusive reliance on CBI as an instructioanl delivery tool to more application-oriented uses. Research has documented a number of first-order effects including improvement in academic a achievement, motivation, and time-on-task. Instructional design, teacher mediation, and the curriculum in which CBI is situated are essential for producing these effects. In addition, researchers have specuated that CBI tools may play an increasingly important role in reorganizing student´s cognitive and metacognitive functioning.
Despite the limitation in research and implementation practices of the reviewed. we find that technology can have substantial influence on the way students learn. the content and practice of teaching, and the teacher´s role. Over the decade the focus of computer applications has changed from emphasizing drill and practice, a dominant special education application, to supporting knowledge construction and higher order thinking skill.
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