Computer-assisted instruction (CAI) is a critical tool for accessing information and instruction among students with visual impairment (VI). This systematic review examined eight CAI intervention studies implemented with 92 school-age children with VI. The interventions were implemented with a diverse group of students across a variety of school types (e.g., neighborhood schools, schools for the blind), grade levels, and content areas (e.g., math, reading). Although some findings were promising, the effects of CAI were inconsistent across studies. This review highlights the need for (a) additional high-quality intervention evaluations, (b) more information on the social validity of CAI interventions, and (c) evaluations of CAI among students with a wider range of needs. Implications for practice and research aimed at enhancing the use of CAI are addressed.

计算机辅助教学 (CAI) 是视觉障碍 (VI) 学生获取信息和教学的重要工具。本系统评价审查了对 92 名患有 VI 的学龄儿童实施的八项 CAI 干预研究。这些干预措施是针对不同学校类型（例如，邻里学校、盲人学校）、年级和内容领域（例如数学、阅读）的不同学生群体实施的。尽管一些研究结果很有希望，但 CAI 的效果在不同研究中并不一致。本综述强调需要 (a) 额外的高质量干预评估，(b) 有关 CAI 干预社会有效性的更多信息，以及 (c) 在具有更广泛需求的学生中评估 CAI。