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Autor/inn/enAkamatsu, C. Tane; Mayer, Connie; Farrelly, Shona
TitelAn Investigation of Two-Way Text Messaging Use with Deaf Students at the Secondary Level
QuelleIn: Journal of Deaf Studies and Deaf Education, 11 (2006) 1, S.120-131 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1081-4159
SchlagwörterDeafness; Partial Hearing; High School Students; Telecommunications; Daily Living Skills; Independent Living; Safety; Parent Student Relationship
AbstractDeaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13?19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed. (Contains 3 notes.) (Author).
AnmerkungenOxford University Press, Great Clarendon Street, Oxford OX2 6DP UK. Tel: +44 1865-353907; Fax: +44 1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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