This paper takes issue with the current trend towards establishing universal
criteria for the development and review of software designed for children
with speech and language problems. Language intervention is a unique
teaching activity, and computer applications require tailored solutions. We
propose a shift in perspective, moving away from computer-aided
language intervention as automated learning, and argue for the use of
computers for establishing the social context for learning, with the clinician
and child interacting around the program content.
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