Online communities for the digital inclusion of students with deafness
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Abstract
Online communities exist in different contexts of education, where access and use of web tools is also growing. Search in this article fit this potential for learning communities that include students with deafness, and identify key characteristics that they must not only have to promote the educational success of this group of pupils with special educational needs, but also the highest quality of participation parental leave. It appears that the increasing availability of multimedia content is a facilitator of a particular form for deaf students, who have the video and image formats preferred access to information. Online communities through the dissemination of specific information on deafness, access to content covered in the classroom without restrictions of time and space, and sharing of needs and experiences in school and family can contribute to greater parental involvement and the school-family approach.
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