Online risk for people with intellectual disabilities

Chadwick, Darren

doi:10.1108/tldr-03-2019-0008

Cited by 45 publications

(60 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Parents are often the ones providing support, and the results demonstrating that parents of adolescents with ID are more positive about internet use compared to a reference group of parents is an important finding. It is also counterintuitive and does not match previous research, where it has been suggested that factors such as poor insight and difficulty with problem-solving skills put people with ID at greater risk when using the internet (Chadwick, 2019). However, recent studies have revealed that parents state that the opportunities outweigh the risks with the internet (Molin et al, 2019).…”

Section: Opportunities and Risksmentioning

confidence: 83%

“…This has been highlighted in previous research, i.e. that not having access to internet-enabled devices or digitally participating make the prevalence of risk experiences low according to parents, and difficult to foresee (Chadwick, 2019). Parents of adolescents in general have been shown to have more concerns about online safety related to more time being spent on the internet by the adolescent (Sorbring, 2014).…”

Section: Opportunities and Risksmentioning

confidence: 91%

See 1 more Smart Citation

Internet use and digital participation in everyday life : Adolescents and young adults with intellectual disabilities

Ågren

2020

Linköping University Medical Dissertations

View full text Add to dashboard Cite

Background: Internet use is an integral part of everyday life in contemporary society, especially among young people. It is used to perform activities in everyday life by an increasing proportion of the population. However, knowledge about access to and use of the internet by adolescents and young adults with intellectual disabilities (ID) is scarce. More knowledge is needed about digital competencies and digital participation in their everyday lives. Aim:The overall aim of this thesis was to explore and describe internet access and use, and digital participation in everyday life among adolescents and young adults with intellectual disabilities. Designs and Methods:The thesis is based on results from three studies. In study I, the focus was on access to and use of the internet in the everyday settings of school/work, at home or during t free time. Data was collected through observations, conversations, and follow-up interviews with 15 participants with ID, aged 13-24 years. The data was analysed using qualitative content analysis. In studies II and III, the design was cross-sectional and comparative, using national surveys on media and internet use from the Swedish Media Council, from which comparative data from reference groups could be gained. In study II, the national survey of adolescents on internet access and use was cognitively adapted for adolescents with ID in several steps. This made it accessible to a total selection of pupils with ID, aged 13-20 years, from all the special schools in four diverse municipalities in two different regions of Sweden. In study III, the national survey of parents about opportunities and risks of internet use by their adolescents was used. The surveys were sent to a sample of n=318 adolescents with ID and their caregivers/parents. The responses were higher for the adolescents (n=114) than for the parents (n=99), and the response rate of the adolescents with ID was equivalent as that of the reference group, at 36% and 38% respectively. In study II, chi-square tests were used and, when necessary, Fisher's exact test to analyse the data. In study III, analyses were carried out using Fisher's exact test and logistic regression to control for confounding factors.Results: This thesis show that access to internet-enabled devices is lower for adolescents with ID than for the general population, except for tablets

show abstract

Section: Opportunities and Risksmentioning

confidence: 83%

Section: Opportunities and Risksmentioning

confidence: 91%

Internet use and digital participation in everyday life : Adolescents and young adults with intellectual disabilities

Ågren

2020

Linköping University Medical Dissertations

View full text Add to dashboard Cite

show abstract

“…2015), or safety concerns (Chadwick et al . 2017; Chadwick 2019). Our findings point more to which interactions are possible with the technologies.…”

Section: Discussionmentioning

confidence: 99%

“…These researchers concluded that positive experiences were associated with higher levels of engagement with social media and that its use resulted in increased self‐esteem and development of social identity. Although numerous benefits of social and digital inclusion have been identified by researchers, there has been little consideration of possible unintended effects of digital inclusion beyond issues of safety relating to vulnerability to cyber‐crime (Chadwick 2019).…”

Section: Introductionmentioning

confidence: 99%

A socio‐emotional analysis of technology use by people with intellectual disabilities

Setchell

Barlott

Torres

2020

J intellect Disabil Res

View full text Add to dashboard Cite

BackgroundAccess to information and communication technologies (ICTs) is often thought to enhance the lives of people with intellectual disabilities (ID) and is considered an important aspect of digital inclusion. However, inclusion practices often fail to address societal inequalities that lead to and sustain exclusion. The aim of this research was to enhance understandings of the relationships people with ID form with technology by critically analysing the underlying assumptions of inclusion practices.MethodWe employed a post‐qualitative approach to reanalyse previously collected data from face‐to‐face interviews with 10 Australian adults with ID who attended a community literacy programme about their technology use in their daily lives. Two of social theorist Sara Ahmed's key concepts were used to analyse these data: (1) ‘stickiness’ of emotions, where certain (socially dominant) emotions are considered to attach to objects over time (e.g. mobile phone use is normal/good) and (2) ‘fit’ between people and objects, where there is a sense of comfort when objects are designed for people like you – those outside the ‘norm’ experience discomfort and a sense of being ‘othered’ in their interactions with such objects which do not fit them.ResultsOur analysis identified how people with ID often attributed positive feelings to technology even when they had seemingly negative interactions with their devices (e.g. they could not use certain features, caregivers acted as gatekeepers to access). The positive associations were likely the outcome of implicitly held understandings that society highly values technology (Ahmed's stickiness of emotions). Although some participants accessed technology without difficulty, others experienced discomfort due to difficulties using devices that were not designed for them (Ahmed's fit between people and objects). Importantly, some participants had access to technology and the technical skill to use ICTs, but other factors, such as not having many friends, impacted their ability to use their devices in meaningful ways.ConclusionOur analysis suggests that digital inclusion practices focused on providing access to technology may unintentionally harm in ways that are not immediately apparent when working with people with ID. Harms might include further marginalisation or ‘othering’ of people with ID. It is important to recognise that well‐meaning attempts to encourage use of ICTs may be counterproductive if they lead to experiences of marginalisation. To avoid this, inclusion practices could focus beyond access to devices, and the ability to use them, to include considerations of the multiple socio‐emotional effects. What is a good fit is not entirely predeterminable, exploration of the possibilities for what will work well for any individual requires experimentation and creativity, and a careful attention to unintended effects. Beyond this, the development of new technology should consider how to diversify devices that often fail to fit people with disabilities.

show abstract

“…This situation highlights the importance of teachers' training in order to implement online risks mediation strategies that favour the safe use of the Internet by their students with ID (Kalmus, von Feilitzen, & Siibak, 2012). However, there are still very few studies that address this issue (Normand & Sallafranque-St-Louis, 2016), and they are even less so in the field of special education teachers (Chadwick, 2019).…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers: Training and Intervention Strategies for Internet Risks of Students With Intellectual Disabilities in Spanish Centres

Gómez‐Puerta¹,

Chiner²,

Mengual-Andrés³

et al. 2020

Education and New Developments 2020

View full text Add to dashboard Cite

The use of the Internet is a key aspect in the inclusion of students with intellectual disabilities (ID) in the current information society, although this process entails both benefits and potential risks. The perceptions of teachers and, in particular, of special education teachers are of interest for taking advantage of the benefits of the Internet since they are essential supports in the digital literacy of their students. In the same way, these teachers can favour the prevention and management of online risks. The purpose of this study was to explore the training received as well as their perceived ability to prevent and manage risks online. A cross-sectional study was conducted based on a survey design in which 134 Spanish special education teachers participated (27 male, 107 female), belonging to ordinary centres (n = 56) and special education centres (n = 78). Teachers had an average of 16.31 years of teaching experience (SD = 10.40). Descriptive and contrast analyses were performed using the T and Chi square tests. The results show that 88.1% of the participating teachers have not received any training on online risks. Consequently, teachers perceive themselves as little or nothing at all prepared to prevent online risks (51%), or to manage them if they occur (61%). There are no significant differences in the competence perceived by teachers according to whether their educational centre is ordinary or special, or according to gender. On the contrary, there were differences in the application of five of the 24 preventive mediation strategies analysed. These results show that the participating teachers have not received adequate training to optimize the potential benefits of the Internet for people with ID, neither to prevent nor manage the associated risks. Hence, teachers tend to feel barely competent to address this issue. This fact is of important relevance since the special education teachers are one of the key supports in schools for students with ID both in direct educational intervention and in the advice of the rest of the teachers. Their lack of training calls into question their ability to develop a digital literacy that favours the inclusion of these students. Therefore, the need to design and implement specific training plans on this subject for teachers as well as measuring their effectiveness is concluded.

show abstract

Online risk for people with intellectual disabilities

Cited by 45 publications

References 31 publications

Internet use and digital participation in everyday life : Adolescents and young adults with intellectual disabilities

Internet use and digital participation in everyday life : Adolescents and young adults with intellectual disabilities

A socio‐emotional analysis of technology use by people with intellectual disabilities

Special Education Teachers: Training and Intervention Strategies for Internet Risks of Students With Intellectual Disabilities in Spanish Centres

Contact Info

Product

Resources

About