1 Perceived Relevance and Applicability of Computer Assisted Instruction to Academic Achievement of Pupils with Mild Intellectual Disability in Ibadan Metropolis, Oyo State, Nigeria. Dr Esther Oyefeso Department of Special Education, University of Ibadan estheroyefeso@gmail.com Abstract Awareness as regards strategies that enhance academic achievement of pupils with mild intellectual disability (MID) is on the increase. Significant among these is computer assisted instruction (CAI). However, the dilemma as regards relevance and applicability of CAI applications to subjects like mathematics, English language and basic science and technology for pupils with MID may abound. Also, concern regarding teachers’ proficiency level in CAI applications exists, hence the need for a study of this nature. Descriptive research design was adopted for this study. A sample of 65 teachers of pupils with MID were purposively selected from 5 educational institutions in Ibadan. Applicability of Computer Assisted Instruction Applications Questionnaire (r = 0.71) was used as instrument to elicit response. This study revealed the perception of teachers with regards to CAI applications that are effective in enhancing academic achievement of pupils with MID in some basic school subjects. The proficiency levels of these teachers in CAI applications were rated. Based on the findings, it was recommended that CAI applications be carefully selected based on the perceived relevance to the subject to enhance achievement. Also, teachers should acquire training in CAI applications to enhance their effectiveness. Key Words: Academic achievement, Mild intellectual disability, Computer assisted instruction, Teachers Introduction The desire to succeed academically is a paramount one in the minds of many pupils. Good academic achievement usually leads to a source of fulfillment and a sense of pride. Certain pupils however experience significant limitations in cognitive and adaptive functioning as a result of having Intellectual Disability (ID). The common presence of additional difficulties (physical, behavioural, sensory) presents greater challenges in the strive to attain academic excellence for these pupils making their teaching-learning process more taxing for all stakeholders involved in their education. American Association on Intellectual and Developmental Disabilities (AAIDD) defined intellectual disability as a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour, which covers many everyday social and practical skills. This disability originates before the age of 18 (AAIDD, 2012). Oyundoyin (2013) viewed intellectual disability as a disability arising from delay in brain development during the developmental period and resulting in significant limitations in intellectual, social, emotional and behavioural adjustments of the individual so affected. The presence of this condition interferes with the ability to learn at the same pace or to the same extent as others. Such pupils usually have difficulty understanding abstract concepts or adapting to some of the demands of daily life. These interferences vary based on the degree of the condition inherent in an individual. Pupils