Traditional computer-assisted instruction (CAI) has limited itself to programmed learning techniques. While valuable for certain skills, CAI has not been effective for increasing the reading and language skills of children with communication handicaps such as deafness, cerebral palsy, or autism. A rationale for exploratory learning is presented emphasizing the need for modeling normal communication development. Case studies of severely handicapped children using computer-based exploratory learning systems show that they eagerly involve themselves in the activities and demonstrate skills thought to be beyond their ability by more traditional approaches.
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