Abstract
A list of 43 microcomputing competencies associated with the functions that special education professors typically perform was generated through a task analysis. Approximately 60% of a national sample of 250 special education faculty who use microcomputers responded to a questionnaire designed to assess the value of the competency statements. Competencies associated with the function of providing instruction about microcomputer applications in special education were viewed as being most important, followed by those associated with using the microcomputer as an aid to instruction in courses and as an aid to personal productivity. With a few exceptions, competencies related to the use of microcomputers to meet service responsibilities, computer programming and related skills, and selection and operation of microcomputer equipment were seen as less useful. Word processing was rated as the single most useful competency and computer programming as the least useful.
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