Journal of Deaf Studies and Deaf Education Advance Access originally published online on October 19, 2005
The Journal of Deaf Studies and Deaf Education 2006 11(1):120-131; doi:10.1093/deafed/enj013
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An Investigation of Two-Way Text Messaging Use With Deaf Students at the Secondary Level
Toronto District School Board
York University
Toronto District School Board
Deaf 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.
1 These were taken verbatim from the surveys. 2 Among the school staff, the two-way text messager system was often referred to as the "pager system." 3 An IEP contains "specific educational expectations, an outline of the special education program and services that will be received; a statement about the methods by which [a] child's progress will be reviewed; and for students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a plan for transition to appropriate post-secondary school activities, such as work, further education, and community living. The IEP must be completed within 30 school days after [a] child has been placed in [a Special Education] program, and the principal must ensure that [parents] receive a copy of it" (Toronto District School Board, 2004, p. 3). Correspondence should be sent to C. Tane Akamatsu, Student Services, Psychology, 1 Civic Centre Court, Toronto, ON M9C 2B3, Canada. (e-mail: tane.akamatsu{at}tdsb.on.ca).
Received July 25, 2005; revised September 20, 2005; accepted September 22, 2005
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