Microcomputer technology has enormous potential for altering the educational experiences and outcomes of learning handicapped youngsters. This article explores two particular areas of the learning process that appear to be fertile ground for implementing effective microcomputer technology. The first area is that of extended practice and its role in the development of increased automaticity of basic information processing skills. Several examples are presented of empirical research employing extended, microcomputer-based, daily practice on basic mathematics and reading tasks with learning disabled students. The second area discussed involves problem solving and metacognitive activities. The teacher, microcomputer, and learner are envisaged as three integrally related aspects of the microeducational environment. Microcomputer technology stimulates and enables innovative role definition for each. Finally, several potentially problematic issues related to tool use and to information processing characteristics of learning handicapped populations are discussed.
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