Internet activities and social and community participation among young people with learning disabilities

Abstract

Background: A digital lag has been reported on access to the internet and performing internet activities for young people with learning disabilities in everyday life. Aim:The aim of this study is to explore environmental opportunities and challenges when performing internet activities and how internet use influences social and community participation for young people with learning disabilities from the perspectives of the target group.Methods: An inductive design was applied, with focused observations and follow-up interviews of 15 internet-using young persons with learning disabilities in their everyday settings. The data was analysed interpretatively using open coding. Findings:The environment offered both opportunities and challenges in terms of the design of digital devices and digital support. Support from peers was often preferred.All participants performed internet activities related to social participation although not all used social media. Searching for information was performed, however, finding the information or understanding it was challenging and led to restricted participation in the community. Conclusion:More examples of internet use positively influencing social participation were found, contrary to community participation. It is indicated that concrete learning situations when using the internet for social participation were more adapted to the participants and promoted this type of participation, contrary to situations of internet use influencing community participation.

Digital inclusion and people with learning disabilities

“…Future research needs to continue to consider the ways in which support is provided and the opportunities people with learning disabilities have to demonstrate their leadership and support skills. Peer support from existing networks was a preference that emerged within some of the studies (Agren et al, 2023; Castro et al, 2023; Chadwick et al, 2023).…”

“…Many people with learning disabilities still rely on support from family, paid staff and peers to access ICT (e.g., Agren et al, 2023; Caton et al, 2023; Chadwick et al, 2023; Seale, 2022). People with learning disabilities can experience significant challenges in accessing support (Agren et al, 2023; Chadwick et al, 2023; Engwall, 2023; Seale, 2022) that leads to increased digital exclusion. Support from the staff was more successful when it took a holistic approach to people's everyday lives (Engwall, 2023).…”

“…Across many of the studies, barriers to using and accessing technology were evident (Agren et al, 2023; Caton et al, 2023; Chadwick et al, 2023; Danker et al, 2023; Engwall, 2023; Seale, 2022). Barriers related to technology included cost, the relative amount of inaccessible software and its complexity.…”

“…The importance of support for digital inclusion is evident across a number of papers in the special issue. Many people with learning disabilities still rely on support from family, paid staff and peers to access ICT (e.g., Agren et al, 2023; Caton et al, 2023; Chadwick et al, 2023; Seale, 2022). People with learning disabilities can experience significant challenges in accessing support (Agren et al, 2023; Chadwick et al, 2023; Engwall, 2023; Seale, 2022) that leads to increased digital exclusion.…”

“…One of the primary uses of ICT and the internet is for social contact—to develop and maintain social relationships and to create a sense of belonging and community. People with learning disabilities regard this as valuable and important (Agren et al, 2023; Castro et al, 2023; Chadwick et al, 2023; McCausland et al, 2023; Spassiani et al, 2023) as do those providing support (Caton et al, 2023; Seale, 2022). The unfamiliar and less desirable nature of online compared with face‐to‐face interaction is highlighted in a number of the papers (e.g., Castro et al, 2023; Caton et al, 2023; Chadwick et al, 2023), particularly those focussing on digital inclusion during the pandemic.…”