Student At Risk And With Disabilities

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STUDENT AT RISK AND WITH DISABILITIES Recently, CAI has become an acceptable instructional strategy to provide several academic outcomes for at-risk students and those with disabilities. Even though there has been research on the effects and implications of CAI on students without disabilities, there is limited research evidence about the effects of CAI on students with disabilities. Ross et al., (1991) assessed the effects of CAI on students’ attitudes toward school, grades, computer skills, standardized test scores, and teacher evaluations using the Apple Classroom of Tomorrow (ACOT) program. Subjects were at-risk seventh grade students. Results showed that the CAI group was successful in math and reading compared to the control group. However, they reported that some academic achievements were lost and students remained at risk because of lack of on-going computer use and limited access to computer lab after the two- year experiment. Considering the importance of time and on-task behaviors in CAI, Salerno (1995) examined the mathematics achievements of at-risk fifth graders. In this study, students were randomly assigned to three groups: extended computer time; extended time on-task, and control group. All students participated in CAI, but the extended time computer group used an extra 60 minutes per week with CAI, and the extended time on-task group used special workbooks with an equal amount of instructional time independently. The study’s author used ANOVA to
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