Digital inclusion and participation of people with intellectual disabilities during COVID ‐19: A rapid review and international bricolage

People with intellectual disabilities face both societal and digital exclusion. This chapter focuses on the current state of evidence around the use of the Internet and Information Communication Technologies (ICT) by people with intellectual disabilities (ID). It considers the factors underpinning the digital exclusion of people with ID and the current levels and nature of Internet and ICT use by this group. It then discusses the benefits and barriers in relation to theoretical models and literature detailing the risks of being online and the role of support in facilitating and preventing digital inclusion. The chapter concludes by summarizing the current state of the research literature and highlighting areas where more research is required to increase the digital inclusion and self-determination of people with ID.

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Online risk for people with intellectual disabilities

Tizard Learning Disability Review ◽

10.1108/tldr-03-2019-0008 ◽

2019 ◽

Vol 24 (4) ◽

pp. 180-187 ◽

Cited By ~ 4

Author(s):

Darren David Chadwick

Keyword(s):

Intellectual Disabilities ◽

Current Knowledge ◽

Research Work ◽

Digital Inclusion ◽

Content Type ◽

Online Risk ◽

Current State ◽

Support Strategies ◽

People With Intellectual Disabilities ◽

Knowledge And Practice

Purpose The purpose of this paper is to summarise the current state of empirical knowledge pertaining to online risk and cybercrime relating to people with intellectual disabilities (ID). Design/methodology/approach This narrative review summarises, synthesises and critically evaluates the current literature and state of knowledge and offers suggestions for extending current knowledge and practice. Findings Evidence regarding risk for people with ID is limited but growing. Existing findings highlight that: risk may increase contingent upon higher levels of sociability, loneliness, anxiety and depression, poorer insight, judgement, discrimination and ability to detect deception online and reduced experience and life opportunities; people without ID perceive high online risk for people with ID, which may lead to gatekeeping restrictions and controlling digital access; restriction may potentially impede online self-determination, participation and development by people with ID; and experience of risk may enhance awareness, independence and resilience in managing future online risk amongst people with ID. Further research work is needed in this area to enhance understanding of risk experience and effective support strategies. Originality/value This review of current knowledge has highlighted the necessity for more research to better understand the propensity for engagement in different risky online behaviours and to better inform support practices to help people with ID to manage risk whilst maintaining digital inclusion.

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Evaluating emergency distance education and support for people with intellectual disabilities during the COVID-19 pandemic

Studia z Teorii Wychowania ◽

10.5604/01.3001.0015.4825 ◽

2021 ◽

Vol XII (3 (36)) ◽

pp. 133-153

Author(s):

Piotr Plichta

Keyword(s):

Distance Education ◽

Distance Learning ◽

Intellectual Disabilities ◽

Expert Interviews ◽

Digital Inclusion ◽

Special Schools ◽

Raising Awareness ◽

Digital Skills ◽

People With Intellectual Disabilities ◽

National Governments

This article engages with evaluating the usefulness of distance education for people with intellectual disabilities. It focuses primarily on the situation of students in special schools during the pandemic. In order to recognise the contexts and determinants of digital inclusion, the research makes use of the results of expert interviews and questionnaires completed by heads of special schools. Schools and other institutions usually evaluate the support of both local and national governments in remote education negatively. The pandemic has confirmed and emphasised the existing digital inequalities (also in terms of hardware). The usefulness of distance learning for people with intellectual disabilities is mostly rated as low. Its main advantage is perceived to be the cooperation between the teachers. The pandemic has, to a certain extent, contributed to raising awareness about the need for developing digital skills by all those involved in education. The article concludes with proposed solutions for diminishing digital inequalities, marginalisation and exclusion of people with intellectual disabilities.

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