A project explored deaf and hard-of-hearing students' current use of new and emerging learning technology in technical and further education (TAFE) institutes across Australia. Findings indicated that new learning technologies aided communication, especially when e-mail and Internet chat are used; built self-esteem through self-directed learning; assisted in presenting classroom data through use of electronic whiteboards; enabled use of word processing programs to improve spelling and grammar; and increased the potential for visual information to be made available in the classroom through use of data projectors. New learning technologies were a barrier because of the high level of English literacy needed to access Web sites and CD ROMS; increased number of points in a room on which students have to focus to access information; the physical arrangements of computer rooms inhibit communication between deaf and hard-of-hearing students due to the computer creating a visual barrier; low level of awareness of TAFE staff in the use of new learning technologies with deaf and hard-of-hearing students; high cost of purchasing suitable equipment; and invisibility and low incidence and consequent low priority given to these students by institute management. Recommendations were made for students, teachers, managers, and the VET system as a whole. (Contains 44 references.) (YLB)