An Examination of Web-Based Information on the Transition to School for Children Who Are Deaf or Hard of Hearing

Autor/in	Curle, Deirdre M.
Titel	An Examination of Web-Based Information on the Transition to School for Children Who Are Deaf or Hard of Hearing
Quelle	In: Deafness & Education International, 17 (2015) 2, S.63-75 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1557069X14Y.0000000039
Schlagwörter	Transitional Programs; Deafness; Partial Hearing; Early Intervention; Kindergarten; Internet; Parents; Web Sites; School Districts; Foreign Countries; Disabilities; Special Needs Students; Resource Teachers; Special Education Teachers; Family Programs; Parent Child Relationship; Educational Resources; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Eltern; Web-Design; School district; Schulbezirk; Ausland; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Lehrpersonal; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Family program; Familienprogramm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bildungsmittel
Abstract	Both prior to and during the transition from early intervention (EI) to school, parents of children who are deaf or hard of hearing (d/hh) need crucial information about the transition process and school services. Given the ubiquitous nature of computers and Internet access, it is reasonable to assume that web-based dissemination of information would be a highly efficient tool for parents. However, little is known about how organizations use websites to provide information on school entry. An investigation of government, outreach programme, EI agency, and school district websites in the Canadian province of British Columbia was conducted to examine the availability, accessibility, and content of information on the transition to school for d/hh children. Roberts' website evaluation tool was used to assess the websites, while thematic content analysis was used to examine the content of web-based documents that described the transition process. Results indicate that the majority of agencies involved in the transition offer scant web-based information for this transition, with limited availability, particularly in rural areas, and limited accessibility, particularly for individuals with disabilities or with lower English literacy skills. The little information that was available emphasized the importance of teamwork, parent involvement, and joint decision-making regarding services and placement. This article highlights the need for government and outreach programmes, early intervention agencies, and school districts to provide richer and more accessible web-based content for families of children with hearing loss who are transitioning from EI to kindergarten. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01