Abstract
Seventeen schools took part in a three-year project where computers were introduced as a reading and writing tool for young braille readers. The purpose of the project was to evaluate the significance of computers for both the development of the pupils’ reading and writing skills and the pupils’ opportunities for socializing in the teaching situation through interaction with the teacher and classmates. The results of the project showed that the computer was most important as a reading and writing tool for the pupil, opening up new possibilities for text editing in braille. The pupils also became more motivated and could, to a greater extent, do the same work as their peers sometimes even in co-operation in the classroom. There was a clear relation between the general computer readiness in the class and how often the pupil with visual impairment used his/her computer. Instant technical and pedagogical support for the teacher was fundamental as was continual in-service training. According to the teachers, the great advantages for the pupils’ learning and inclusion overshadowed possible technical computer troubles.