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The paper examines implications of the application of computer expert systems in the field of education, particularly special education. The development of expert systems in general is reviewed as are its applications in education as intelligent tutoring systems and in special education in the areas of student classification, teacher education, math teaching consultancy, and language teaching consultancy. The literature on the role of artificial intelligence is then reviewed noting concerns with increasing reliance on technology, the increasing tendency toward technological elitism, possible reductions in human creativity, and the need for man to control technology and not be controlled by it. While noting the contributions of computer managed learning to special education in individualizing learning and recordkeeping, the paper raises questions concerning effects of future more extensive use of artificial intelligence in the teaching and learning process. (DB)