ABSTRACT
@#Objective To compare the comprehension and input skills of Chinese characters among children with physical disability, autistic disorder and intellectual disabilities. Methods From December, 2008 to July, 2016, 125 children with disabilities aged 7-14 years were evaluated with International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) functional examination list, and then they received comprehension and input skill training of Chinese characters under CKC Input Scheme. Results There was various dysfunction in comprehension and input skills among children with different disabilities. 70% children improved in Chinese characters input after training. Conclusion It is needed to construct a stage-based, individualized and continuous training approach to promote computer-based learning.