Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities

Abstract

Background: There is a need for online learning programmes to be accessible for students with intellectual disabilities. Online learning has become an important means of continuing educational activities during the COVID-19 pandemic. Students with intellectual disabilities need to have access to online learning programmes that are suitable for non-readers and those with different literacy levels. Methods:This study looked at The My Blossom Channel online learning assertiveness course and assessed the perceived increase in levels of confidence for 51 students with an intellectual disabilty. Pre and post programme self and support person reports were analysed for all the students along with direct observation data collected by the course facilitators. Findings:The results indicate that increased levels of assertiveness were shown for participants who completed the course. Both the young person and their support person reported the experience was overall very positive and generalisation of some the skills to other settings were noted. Conclusion:The model of online learning outlined in this paper demonstrates an example of an accessible online learning model for people with intellectual disabilities. A number of factors were shown to be important in the success of this model including, role-play activities, modelling, scenarios, debate, immediate feedback, and peer interaction which emphasises praise and encouragement.

Digital inclusion and people with learning disabilities

“…We are happy that over half of the papers in this special issue focus on the accounts of people with learning disabilities from across the lifespan. Young adults (Agren et al, 2023; Fitzpatrick et al, 2023; Safari et al, 2023; Lystbæk‐Weber et al, 2022), adults (Chadwick et al, 2023; Danker et al, 2023) and older adults (McCausland et al, 2023) share their experiences of using ICT, providing rich and valuable insights into their lives. Importantly, the experiences of people with profound and multiple learning disabilities (Caton et al, 2023) are also included, via their carers, in this special issue.…”

“…Other important stakeholder views and experiences about digital inclusion and the use of ICT by people with learning disabilities are also included. This brings in the perspectives of paid and family carers (Caton et al, 2023; Engwall, 2023; Fitzpatrick et al, 2023; Seale, 2022), day centre support staff (Engwall, 2023), special educational needs and mainstream teachers (Chiner et al, 2023), and researchers (Castro et al, 2023; Mikulak et al, 2023).…”

“…Education and training (Danker et al, 2023; Chadwick et al, 2023; McCausland et al, 2023) are all important facilitators of digital inclusion, which can enable people with learning disabilities to develop their digital literacy skills, communication and leadership skills and their confidence in using technology along with supporting others to use ICT. The use of accessible online learning programmes to develop nondigital assertiveness skills is also considered (Fitzpatrick & Trninic, 2023). With the increase in hybrid work in practice and access to education through online programmes, it is essential to enable equity of opportunity for people with learning disabilities.…”

“…The special issue also includes papers reporting on the processes of doing research using technology (Castro et al, 2023; Fitzpatrick et al, 2023; Mikulak et al, 2023; Lystbæk‐Weber et al, 2022). Castro found that using technology during COVID‐19 enabled sharing of decisions, power and control when conducting participatory research with people with learning disabilities.…”

“…The special issue also includes papers reporting on the processes of doing research using technology (Castro et al, 2023;Fitzpatrick et al, 2023;Mikulak et al, 2023;Lystbaek-Weber et al, 2022). Castro The involvement of people with learning disabilities in technology design activities can stimulate interest in technology use and also support their digital inclusion (Safari et al, 2023).…”