Bridging the digital divide for people with intellectual disability

Lussier‐Desrochers, Dany; Normand, Claude; Romero-Torres, Alejandro; Lachapelle, Yves; Godin-Tremblay, Valérie; Dupont, Marie‐Ève; Roux, Jeannie; Pépin-Beauchesne, Laurence; Bilodeau, Pascale

doi:10.5817/cp2017-1-1

Cited by 91 publications

(102 citation statements)

References 67 publications

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“…The greatest difference between the groups in their internet activities was found for Search for new knowledge/information: 20% of adolescents with intellectual disabilities performed searches, compared to 86% in the reference group. The low percentage found for Searching for new knowledge/ information may be explained by the requirement of higher cognitive skills as it involves several tasks to get to the endpoint, as well as linguistic skills, which are both challenges for people with intellectual disabilities ( Alfredsson Ågren et al, 2018;Lussier-Desrochers et al, 2017;Molin et al, 2015). The difference in digital participation found between adolescents with intellectual disabilities and the reference group in Searching for new knowledge and information is critical because gaining information has been identified as a first step towards participation for adolescents in general, and particularly for persons with intellectual disabilities, to enable decision-making and engage in activities (Goodman et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Although research is sparse it is shown that persons with intellectual disabilities can gain opportunities from using adapted computers to access the internet (Hoppestad, 2013). In a recent literature review by Lussier-Desrochers et al (2017) five challenges to digital participation for persons with intellectual disabilities were identified: a) access to digital devices, b) sensorimotor skills to handle devices, c) cognitive abilities, d) technical requirements and e) comprehension of social codes and conventions when using internet. Alfredsson Ågren, Kjellberg & Hemmingsson Digital participation?…”

Section: Introductionmentioning

confidence: 99%

“…About half of the adolescents with intellectual disabilities (52%) Have contact with friends on social media, compared to almost all in the reference group (93%). Using social media requires high-level linguistic skills (Lussier-Desrochers et al, 2017) and access to an appropriate internet-enabled device, e.g. a smartphone (Caton and Chapman, 2016).…”

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confidence: 99%

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Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Ågren¹,

Kjellberg

Hemmingsson

2019

New Media & Society

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Internet use is an integrated part of everyday life, especially among young people. However, knowledge of this for young people with disabilities is scarce. This study investigates digital participation of adolescents with intellectual disabilities by comparing aspects of Internet use among adolescents with and without intellectual disabilities. Cross-sectional comparative design was used and a national survey from the Swedish Media Council was cognitively adapted for adolescents with intellectual disabilities aged 13–20 years. The results reveal that a significantly lower proportion of the 114 participating adolescents with intellectual disabilities had access to Internet-enabled devices and performed Internet activities, except for playing games, than the reference group ( n = 1161). The greatest difference was found in searching for information. Analyses indicate that adolescents with intellectual disabilities are following a similar pattern of Internet use as the reference group, but a digital lag is prevalent, and a more cognitively accessible web could be beneficial.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Ågren¹,

Kjellberg

Hemmingsson

2019

New Media & Society

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“…Si se entiende que Internet va a suponer un mayor riesgo para las personas con IDD en comparación al resto de los ciudadanos, la posibilidades de favorecer su inclusión digital van a ser escasas debido a una tendencia a protegerlos de los potenciales peligros que se dan en la Red (Chadwick & Wesson, 2016;Lussier-Desrochers et al, 2017). Aun así, ciertos estudios indican que, a pesar de las preocupaciones de los cuidadores, los beneficios de Internet compensan a los posibles riesgos que se derivan de él (Molin, Sorbring, & Löfgren-Martenson, 2015) por lo que hay que promocionar su uso.…”

Section: Discussionunclassified

Comparación de las percepciones de los estudiantes de magisterio sobre los riesgos de internet para personas con y sin discapacidad intelectual y del desarrollo

Gómez‐Puerta¹,

Chiner²

2018

Revista INFAD de Psicología

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RESUMENA pesar de que Internet tiene múltiples beneficios para la sociedad, también implica algunos riesgos que deben ser identificados. Estos riesgos se pueden percibir como mayores para algunos grupos más vulnerables como son los niños y las personas con discapacidad. No obstante, dichos riesgos no deben limitar el acceso a Internet, especialmente de las personas con discapacidad intelectual y del desarrollo (IDD). Por el contrario, se debería tener un mayor conocimiento sobre los peligros y cómo gestionarlos. El propósito de este estudio es explorar y comparar las percepciones que tienen los estudiantes de Magisterio sobre los riesgos del uso de Internet por personas con y sin IDD. Participó una muestra de conveniencia de 121 estudiantes de Magisterio de los cuales el 77% eran mujeres (n = 93) y la edad media de 21.79 años (DT = 4.23). Los participantes debían responder a un cuestionario que incluía algunas cuestiones sociodemográficas y 30 riesgos potenciales de Internet que se presentaron en una escala tipo Likert de cinco puntos (1 = Totalmente en desacuerdo; 5 = Totalmente de acuerdo). Los estudiantes debían valorar cada ítem dos veces, una para cada uno de los colectivos estudiados (personas con y sin IDD). A pesar de que los participantes perciben un alto riesgo en el uso de Internet, se encontraron diferencias estadísticamente significativas entre los grupos. Los estudiantes de Magisterio perciben mayores riesgos en Internet para las personas con IDD que para el resto de la población en cuestiones como el ciberacoso, ser expuesto a contenido inapropiado, comunicarse con desconocidos, pasar demasiado tiempo en las redes sociales o gastar dinero online.Palabras clave: internet; discapacidad intelectual y del desarrollo; riesgos; magisterio ABSTRACTComparing student teachers' perceptions of the risks of the Internet for people with and without intellectual and developmental disabilities. LA PSICOLOGÍA Y VALORES ACTUALES

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“…For instance, transport information is increasingly available on-line but even when formatted according to web accessibility guidelines, the internet does not provide a solution for all. In particular, people with cognitive disabilities are disadvantaged in their ability to access technology predominantly through financial or literacy barriers [24,25] and may require face-to face interactions to access information.…”

Section: Introductionmentioning

confidence: 99%

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

Bigby

Johnson

O’Halloran

et al. 2017

Disability and Rehabilitation

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For transport to be accessible to people with communication disabilities many different types of adjustment are required. Using multiple modes of communication with attention to understandability and consistent responses from public contact staff skilled to interact in multiple ways, may be the most flexible and effective means of responding to difficulties posed by the complex and unpredictable nature of train services. Implications for Rehabilitation People with communication disabilities are a diverse group which includes people with physical, sensory, speech, language, and cognitive impairments. Public transport services need to provide a range of communication adjustments to enable people with communication disabilities to travel successfully. Transport services must retain and refine accessible alternatives to online information and booking systems for people with cognitive impairments to avoid widening the digital divide. Frequent and unavoidable changes to train services mean that skilled public contact staff, access to information and a culture of help seeking and giving are particularly important in facilitating access for people with communication disabilities.

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Bridging the digital divide for people with intellectual disability

Abstract: Recent data from several studies and surveys confirm that our society has entered the digital and information age. Some authors mention that information and communication technologies (ICT

Cited by 91 publications

References 67 publications

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Comparación de las percepciones de los estudiantes de magisterio sobre los riesgos de internet para personas con y sin discapacidad intelectual y del desarrollo

Communication access on trains: a qualitative exploration of the perspectives of passengers with communication disabilities

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