When you are not here, I cannot do what I want on the tablet – The use of ICT to promote social participation of young people with intellectual disabilities

Abstract

Most youths use Information and Communication Technology (ICT) for socialising, but there is a discussion about whether using ICT promotes social participation for youths with intellectual disabilities (IDs). Employing the concepts of social participation and self-determination together with the youths’ perspectives, as conveyed by staff, we examine how social participation might be promoted for youths with ID in institutional settings in Sweden. The findings revealed three overarching themes. The first theme, Developing skills, self-determination and becoming less reliant, illustrates the basic use of ICT. The second theme, Sharing events, socialising and participating with others, draws attention to how youths take technology a step further to interact with others. The third theme, Resources and attitudes, concerns the youths’ need and desires for adequate support and equipment and the mindset of surrounding communities concerning ICT. Our conclusion is that ICT has the potential to promote social participation if the youths have access to personalised equipment and supportive staff.

Daily Use of Digital Literacy among Young People with Intellectual Disabilities: A Capability Approach Study

“…Regarding external resources, the role that access to digital tools played was identified. The link between student abilities and access to digital tools is also highlighted by other existing studies [16,19]. However, Björquist and Tryggvason [16] emphasize that while access to technological tools is necessary for their use, it is not always sufficient.…”

“…The link between student abilities and access to digital tools is also highlighted by other existing studies [16,19]. However, Björquist and Tryggvason [16] emphasize that while access to technological tools is necessary for their use, it is not always sufficient. Barlott et al [19] stresses the importance of understanding the opportunities individuals with ID have to actually use the technology they have access to.…”

“…Both people with ID [14] and researchers in the field [15] emphasize the need to learn to read and write better [14,16]. Literacy difficulties, experienced by people with ID, position them in a state of enhanced disability [17].…”

Does the pattern of ICT possession exacerbate inequality in educational opportunities between students with and without disabilities? Evidence from Egypt

“…However, the expansion of distance education in Egypt has faced several significant obstacles: (1) Severe shortage in ICTs infrastructure (Biltagy, 2021;UNDP and MPED, 2021). ( 2) Shortage of trained ICTs professionals, experienced teaching staff and the skills required by students to handle ICTs effectively and in E-learning materials (Barteit et al, 2020;Bj€ orquist and Tryggvason, 2023;Draxler and Schware, 2011;Weber and Hamlaoui, 2018). (3) The attitudes of the educational circles, students, parents, the job market and the Egyptian society at large toward distance education and its benefits have not been supportive and the mistrust in the quality of education offered through distance learning has been widespread.…”

A Bridge or a Wall: Teachers Mediating ICT in the Classroom

“…Today's generation has been shaped by widespread digitality and technology [1]. This applies especially to young people and adolescents, who form the majority of Internet users today [2,3]. Information and communication technology (ICT) is changing the field of education around the world, and technology is modifying the way that people learn and will continue to do so in the coming years [4].…”