Characteristics of communication in people with severe and profound intellectual disability

Banković, Slobodan; Arsenić, Ivana; Brojčin, Branislav

doi:10.5937/specedreh14-9462

Cited by 1 publication

(1 citation statement)

References 21 publications

(37 reference statements)

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“…In addition, it is possible that adolescents with intellectual disabilities favour the use of Skype because it allows them to communicate not only verbally but also visually. This makes it easier for them to understand messages, since, in addition to speaking, they can also rely on the interlocutors' gestures and facial expressions (Banković et al, 2015;Cascella, 1999). The significant financial aspects of this form of communication should also be taken into consideration.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non‐disabled peers in mainstream schools

Glumbić

Brojčin

Đorđević

et al. 2020

Brit J Learn Disabil

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Accessible summary The aim of this research was to identify possible differences in how non‐disabled adolescents and their peers identified with mild intellectual disability use mobile phones. The sample comprised 420 non‐disabled participants and 67 participants identified with mild intellectual disability. Non‐disabled adolescents used these devices more often than their peers identified with mild intellectual disability. Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones. Abstract BackgroundMobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non‐disabled adolescents and their peers identified with mild intellectual disability of both genders. Materials and MethodsThe sample comprised 420 non‐disabled participants and 67 participants identified with mild intellectual disability, aged 15–19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use. ResultsIn all assessed areas, it was observed that non‐disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non‐disabled participants where girls used mobile phones in a problematic way much more frequently. ConclusionsAdolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic.

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Section: Discussionmentioning

confidence: 99%