Abstract
A multimethod investigation of the integration of CAI into the curriculum for mildly handicapped high school students is being conducted. The research incorporates both qualitative and quantitative methods. The research design is based on an understanding that decisions, actions, and resources at different organizational levels within the school district affect the ways computers are used in resource rooms, regular classes, and computer labs. A theory-driven, structural model is being evaluated through case studies and formal observations of CAI implementation. Findings are being used formatively during Phase I of the investigation to support development of a model of effective practices that will be replicated and refined during Phase II. Preliminary findings from initial case studies in two school districts support efforts to identify, model, and refine practices in four areas: needs assessment procedures, software selection, inservice training and technical assistance, and school communications mechanisms. A special feature of the on-going study is the nature and extent of collaboration between the researchers and local school staff.
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