E-Pal Writing!

Stanford, Pokey; Siders, James A.

doi:10.1177/004005990103400203

Cited by 9 publications

(3 citation statements)

References 6 publications

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“…Stanford and Siders (2001) developed an email pen friend correspondence project. They found a significant effect in favor of email pen friends compared with conventional pen friends.…”

Section: Email Usementioning

confidence: 99%

Teaching individuals with intellectual disability to email across multiple device platforms

Cihak

McMahon

Smith

et al. 2015

Research in Developmental Disabilities

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“…Stanford and Siders (2001) developed an email pen friend correspondence project. They found a significant effect in favor of email pen friends compared with conventional pen friends.…”

Section: Email Usementioning

confidence: 99%

Teaching individuals with intellectual disability to email across multiple device platforms

Cihak

McMahon

Smith

et al. 2015

Research in Developmental Disabilities

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“…Few studies have focused on email interaction and email message writing as pathways for individuals with disabilities to establish new relationships (Bradley & Poppen, 2003;Cohen & Light, 2000;Stanford & Siders, 2001;Shpigelman et al, 2009). Bradley and Poppen (2003) studied older adults with disabilities who were introduced to email as a way to get to know one another.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Analysis of Email Interactions of Children who use Augmentative and Alternative Communication

Sundqvist

Rönnberg

2010

Augmentative and Alternative Communication

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The aim of this study was to introduce email as a form of interaction for a group of six children who used augmentative and alternative communication. In a 12-week exploratory study, aspects of the email messages sent were analyzed. The content of the messages was analyzed by an inductive qualitative method, and seven descriptive categories emerged. The most frequently occurring categories were Social Etiquette, Personal/Family Statistics and Personal Common Ground. The children utilized different email strategies that included use of most of the above-mentioned categories. Through the email writing practice, the children developed new social skills and increased their social participation. Email practice may be a good strategy to increase children's social networks.

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“…For example, real-time chat groups offer students a forum to communicate with individuals with disabilities. Through the Internet, students and classes can have computer pals with disabilities from other schools in the district, geographic region, country, and world with whom they communicate and learn (Stanford & Siders, 2001).…”

Section: Interactions With Individuals With Disabilitiesmentioning

confidence: 99%

Using Technology to Teach about Individual Differences Related to Disabilities

Salend¹

2005

TEACHING Exceptional Children

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As part of her efforts to teach her students how to interact with, understand, and accept others, Ms. Miller decided to teach her students about individual differences related to disabilities. Knowing that her students enjoyed using technology, Ms. Miller approached Ms. Tarik, the school's instructional technology technology-based unit to teach students about individual differences related to disabilities. They started to develop the unit by searching the Internet for content, online lesson plans, and Web sites and teaching resources about disabilities. They identified, reviewed, and evaluated Web sites to determine those sites that contained accurate, interesting, and relevant content as well as motivating learning activities and useful resources, and then began to create their unit.Once they developed their unit, Ms. Miller and Ms. Tarik began by teaching students about the Internet and how to use it. They presented an overview of how to access and navigate the Internet, pairing experienced student users with novices. They reviewed with students how to use the Internet safely, responsibly, efficiently, and effectively. They brainstormed with students to frame rules for the use of the Internet. They also told students not to believe everything they read or hear through the Internet and gave students guidelines for examining sites and verifying information.Once they were convinced that students could use the technology appropriately, the teachers assigned students 32 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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E-Pal Writing!

Cited by 9 publications

References 6 publications

Teaching individuals with intellectual disability to email across multiple device platforms

Teaching individuals with intellectual disability to email across multiple device platforms

A Qualitative Analysis of Email Interactions of Children who use Augmentative and Alternative Communication

Using Technology to Teach about Individual Differences Related to Disabilities

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