- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
This chapter considers six key educational technologies that are used with deaf and hard-of-hearing (DHH) students: (1) television and in-class captioning, (2) interactive whiteboards, (3) tablet PCs, (4) World Wide Web, (5) sign language and bilingual media, and (6) handheld technologies. In regard to television captioning, neither a slower rate of displaying captions nor less linguistic complexity consistently enhances performance. In addition, classroom-captioning services appear to produce either equal or increased student performance compared to interpreting services. Although interactive whiteboards appear to have considerable education potential, reports of the use of these whiteboards with DHH students have been descriptions of experiences instead of empirical research. Tablet PCs appear to have potential in educating DHH students, however, studies that include more than a few students and thorough objective measurement are needed to provide reliable findings. Web-based instruction can promote the learning of content by DHH students when the material engages them, and web-based instruction through online learning provides a means for direct, asynchronous, text-based communication between DHH and hearing students. Many, if not most, DHH people usually carry with them a handheld technology, primarily for communication purposes.
Michael S. Stinson is a member of the Department of Research and Teacher Education National Technical Institute for the Deaf at the Rochester Institute of Technology in Rochester, NY.
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