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

Abstract

The COVID-19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two-step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID-19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID-19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion.Digital exclusion during COVID-19 was exacerbated by sociopolitical, structural, individual and support-related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well-being and autonomy, COVID-19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable List of abbreviations: AMSTAR, assessing the methodological quality of systematic reviews; ASD, autistic spectrum disorder; ICT, information and communication technologies; ID, intellectual disability; PRISMA, preferred reporting items for systematic reviews and meta-analyses; UNCRPD, united nations convention on the rights of persons with disabilities; WHO, world health organisation.

The mental health and well‐being of adults with intellectual disability during the COVID‐19 pandemic: A narrative review

“…With quarantine‐imposed social isolation, many people, including adults with ID, have turned to the internet. Unfortunately, they have also faced many barriers (“digital poverty”) in doing so related to limited skills, inadequate technology, and limited support of people to help them (Chadwick et al, 2022 ). For those individuals with ID using social media and the internet as a means to broaden their network of friends, receive support, and participate more fully in real and virtual communities (Sallafranque‐St‐Louis & Normand, 2017 ), increased use of digital technologies also carries risks.…”

“…Although less text heavy, some digital literacy or support from someone with good digital literacy is still a requirement to participate. Challenge and barriers related to digital participation during the pandemic were identified in 14 of 16 articles in a scoping review, further exacerbated by dependence and reliance on others (Chadwick et al, 2022 ).…”

“…These skills have been developed outside of the therapy environment over the course of the pandemic, and could likely be applied to group‐based mental health care. More formal evaluation is needed (see also Chadwick et al, 2022 ).…”

Changes in community and hospital‐based health care use during the COVID‐19 pandemic for adults with and without intellectual and developmental disabilities

“…The long-term impact of virtual care as a substitute for in-person care with the IDD population is not known, although based on existing research, we and other researchers offer some preliminary recommendations to optimise virtual care delivery. To optimise video-based care, people with IDD and their carers need universal access to stable high-speed internet and internet-enabled devices (Chadwick et al 2022;Shaw et al 2022). Digital liaison/support persons should be available to help patients use technological platforms to connect with their health care providers, given that for many individuals with IDD, phone-based care is insufficient (Lunsky et al 2021b).…”

“…It also allows the provider to see the person's context better. Practice sessions before appointments and guidance for patients with IDD, families and health care providers to prepare for appointments can help optimise access to virtual care and determine when additional alternatives should be used (Santoro et al 2021;Chadwick et al 2022). For those who have difficulty with uncertainty, preparation would be easier by providing a specific time for the virtual appointment rather than giving a large window of time, and longer appointments time may also be required (Shaw et al 2022).…”