Instructional Design, Cognitive Psychology and the Development of Computer‐mediated Learning Materials for Communication Impaired Children

Abstract

This paper is concerned with two main themes: (a) an examination of the potential and actual influence of cognitive theory and instructional design, especially in the context of communication‐impaired children; (b) a description of a research project, designed in this context, involving the development of ‘interactive’ learning materials for use with severely learning‐disabled children.