Computer use in the classroom is minimal for both special education students and other students. Reasons for non-use are that access to computers is limited, the quality of the instructional software is poor, and teachers find it difficult to integrate computer use with more traditional teaching methods. Interactive videodisc technology, while similar in many respects to computers, has the advantage of enhanced graphic capabilities in the form of slides, archival film, videotape segments, and computer graphics, as well as a narrative mode of presentation comparable to that of television. In a controlled experimental study of the Mastering Fractions videodisc program, significant positive effects on student achievement were demonstrated when the system was used to teach basic fractions concepts to remedial and special education secondary students. Seven teachers at 7 school sites in a large urban district taught 57 students for 6 weeks using the Mastering Fractions videodisc program. Results of the study showed: an increase in both teacher and student enthusiasm, greater interaction between teachers and students, superior student performance on a criterion-referenced test, and successful retention of the material after the original instruction. It is concluded that interactive video, while not a hidden remedy to the flagging technological revolution in the schools, may be a partial solution to the problem of effective teaching of difficult subjects. Six appended tables present supporting data, including both teacher and student responses to interviewers. (24 references) (DB)