This paper summarizes the results of a review of the empirical literature (1999–2003) focusing on the use of instructor-created video recording incorporating personalized video to teach individuals with disabilities. Twenty-four investigations were identified which provided information on several effective procedures. Six areas of research on instruction through video technology were defined and analyzed through the identified studies: (a) video feedback, (b) video modeling, (c) video self-modeling, (d) subjective point of view, (e) interactive video instruction, and (f) computer-based video instruction. Implications of the research and suggestions for future research are discussed.
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