Understanding Students with Special Needs Self-disclosure in Internet Chat Rooms

2012 ◽  
pp. 48-65
Author(s):  
Narissra Maria Punyanunt-Carter ◽  
Stacy L. Carter
Keyword(s):  
Special Needs ◽  
Management Theory ◽  
The Internet ◽  
Privacy Management ◽  
Chat Rooms ◽  
Mediated Communication ◽  
Students With Special Needs ◽  
Individuals With Disabilities ◽  
Self Disclosure ◽  
Internet Chat

This book chapter proposes a research agenda for determining, describing, and depicting special needs students’ self-disclosure behaviors via the Internet in regards to the Communication Privacy Management Theory (formerly known as the Communication Boundary Management Theory). Internet, computer-mediated communication, chat rooms, self-disclosure, and the Privacy Management Theory are all identified and summarized. The theory is presented for its usefulness and its significance to studying self-disclosure in Internet chat rooms among individuals with disabilities. In addition, future research directions using each theory to study individuals with special needs’ self-disclosure in Internet chat rooms are presented. Research presented in this chapter should be able to assist parents, teachers, and others who interact with individuals with disabilities, with an overview of the impact of self-disclosure on the Internet.

Self-disclosure, Privacy and the Internet

2012 ◽  
Author(s):  
Adam N. Joinson ◽  
Carina B. Paine
Keyword(s):  
Personal Information ◽  
New Technology ◽  
Computer Mediated Communication ◽  
Research Literature ◽  
The Internet ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Challenges And Opportunities ◽  
Critical Issues ◽  
Product And Process

This article examines the extant research literature on self-disclosure and the Internet, in particular by focusing on disclosure in computer-mediated communication and web-based forms – both in surveys and in e-commerce applications. It also considers the links between privacy and self-disclosure, and the unique challenges (and opportunities) that the Internet poses for the protection of privacy. Finally, the article proposes three critical issues that unite the ways in which we can best understand the links between privacy, self-disclosure, and new technology: trust and vulnerability, costs and benefits, and control over personal information. Central to the discussion is the notion that self-disclosure is not simply the outcome of a communication encounter: rather, it is both a product and process of interaction, as well as a way of regulating interaction dynamically. By adopting a privacy approach to understanding disclosure online, it becomes possible to consider not only media effects that encourage disclosure, but also the wider context and implications of such communicative behaviours.

A Need Analysis of Blended Learning Model for Deaf Students in Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 112-119
Author(s):  
Iga Utami ◽  
◽  
Setia Budi ◽  
Nurhastuti Nurhastuti ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Special Needs ◽  
Learning Model ◽  
Student Diversity ◽  
The Internet ◽  
Deaf Students ◽  
Students With Special Needs ◽  
Classroom Activities ◽  
Use Of The Internet

Student diversity is one of the demographic advantages of education. One type of diversity is the registration in higher education students with special needs. For this purpose, teachers as educators are expected to be able to provide all students with adaptive teaching. Although the number of students with special needs is still a minority, educators still need to provide full education for them. Appropriate teaching can be achieved with the use of information technology, in particular the Internet. The use of the Internet as a support for classroom activities can be realized in a blended learning model. However, for each model to be used, an analysis study needs to be performed in order to have optimum results. The purpose of this study is to recognize needs and to obtain information on a blended learning model for deaf students in higher education. Needs analysis is carried out by means of a survey approach using a questionnaire provided to deaf students. The data were analyzed descriptively. The results have shown that deaf students meet the criteria for the development of a mixed learning model. Based on the study, it was concluded that the blended learning model can be applied to deaf students.

Under the Law: Disciplinary policies for students with special needs

2020 ◽  
Vol 101 (8) ◽  
pp. 64-66
Author(s):  
Julie Underwood
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Section 504 ◽  
Students With Special Needs ◽  
Individuals With Disabilities ◽  
Special Education Placement ◽  
Disabilities Education Act ◽  
The Law ◽  
Education Act

Schools must have rules and procedures in place for disciplining all students, but for students with special needs, there are special considerations. Students with disabilities receive special protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When determining whether and how to discipline students, schools must consider whether the behavior is caused by the disability. If students are eligible for services under IDEA, schools must also consider whether the consequences, such as suspension, could constitute a change in the student’s special education placement. In this Under the Law column, Julie Underwood describes the current laws related to disciplining students with disabilities and shares some example cases.

Interventions for Students With Special Needs in Taiwan: A Quantitative Synthesis of Single-Subject Researches

2010 ◽  
Author(s):  
Hsinyi Chen ◽  
Li-Yu Hung ◽  
Yu-Huei Huang ◽  
Hsiu-Fen Chen ◽  
Su-Jan Wong ◽  
...  
Keyword(s):  
Special Needs ◽  
Single Subject ◽  
Students With Special Needs ◽  
Quantitative Synthesis
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