This paper examines the literature concerning computer-assisted instruction (CAI) among exceptional children. Two approaches to meta-analysis were used: a vote count and a computation and analysis of effect sizes. Using 22 studies, the effectiveness of CAI with exceptional children was determined to be largely effective on the basis of the vote count, which ascertained whether or not a study reported positive results. Six studies were eliminated from the second analysis—that of calculating effect sizes—because they did not report sufficient statistical information. The median effect size was .52, a moderate positive effect.
On the basis of the meta-analyses, CAI appears to be effective with exceptional children, especially those at lower levels of learning. Suggestions for future research regarding CAI use with exceptional children were made.
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