Design considerations for instruction for the deaf are discussed in the context of a specific CAI program to teach deaf children from 10 to 15 years old in a vocational or pre-vocational stream how to use a ruler. This includes the task, learner, and means analysis involved in the development of the program. The virtues of CAI as a medium or methodology for instructional design are also considered; it is argued that the capability to provide individualized and interactive instruction, to explicitly state instructional strategies and logics, and to monitor the results of instruction makes CAI a premier choice as an instructional design tool. (Author/VT)