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The SPARK-80 Computerized Mathematics System1 was evaluated using children with learning disabilities. The computerized instruction group (n = 12) received 40 minutes per day of SPARK-80 instruction at Radio Shack terminals, whereas the resource instruction group (n = 9) received traditional resource room mathematics instruction from experienced teachers for 40 minutes per day. Mid-year assessment produced significantly greater results for the computerized instruction group compared to the resource instruction group in terms of number of math skills mastered and fluency of problem solving. Moreover, compared to the resource instruction group, the computerized instruction sample produced over twice the yearly gains in achievement and in number of math skills learned. Results were statistically significant at the .05 level.

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A survey of state education agencies with respect to the use of special education paraprofessionals indicates that these personnel are gaining widespread popularity in the provision of educational services. As a result, their importance in the development of state and local comprehensive systems of personnel development is apparent. The authors support their position with data relating to certification, training, and local programming variables that pertain to special education paraprofessionals.

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