Training Young Adults with Intellectual Disability to Read Critically on the Internet
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| Title: | Training Young Adults with Intellectual Disability to Read Critically on the Internet |
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| Language: | English |
| Authors: | Delgado, Pablo, Ávila, Vicenta, Fajardo, Inmaculada, Salmerón, Ladislao (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. May 2019 32(3):666-677. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Intellectual Disability, Critical Reading, Guides, Internet, Information Sources, Special Needs Students, Instructional Materials, Program Evaluation, Group Discussion, Pretests Posttests, Program Effectiveness, Decision Making, Self Determination, Web Sites, Controversial Issues (Course Content), Trust (Psychology) |
| DOI: | 10.1111/jar.12562 |
| ISSN: | 1360-2322 |
| Abstract: | Background: Young people with intellectual disability (ID) are becoming frequent Internet users, but they present difficulties selecting reliable Internet sources. Methods: The present authors tested an instructional programme aimed at increasing skills to evaluate information from the Internet of 33 young adult students with intellectual disability enrolled in special needs education (19.4 years). The programme was composed of different web pages that provided conflicting views on a controversial topic. Students participated in small group discussions supported with Wh-question graphic organizers and contrasting cases during seven sessions. Results: Differences between pre- and post-tests indicated that the programme is effective in increasing students' ability to select trustworthy web pages, and to use source characteristics to justify such selection by means of supervised instruction. Conclusion: Promoting Internet use in a safe way might increase the opportunities of young people with intellectual disability to make choices and self-determined decisions about their life (Handbook of research-based practices for educating students with intellectual disability, 2016, New York, NY: Taylor & Francis). |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1211280 |
| Database: | ERIC |
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| Abstract: | Background: Young people with intellectual disability (ID) are becoming frequent Internet users, but they present difficulties selecting reliable Internet sources. Methods: The present authors tested an instructional programme aimed at increasing skills to evaluate information from the Internet of 33 young adult students with intellectual disability enrolled in special needs education (19.4 years). The programme was composed of different web pages that provided conflicting views on a controversial topic. Students participated in small group discussions supported with Wh-question graphic organizers and contrasting cases during seven sessions. Results: Differences between pre- and post-tests indicated that the programme is effective in increasing students' ability to select trustworthy web pages, and to use source characteristics to justify such selection by means of supervised instruction. Conclusion: Promoting Internet use in a safe way might increase the opportunities of young people with intellectual disability to make choices and self-determined decisions about their life (Handbook of research-based practices for educating students with intellectual disability, 2016, New York, NY: Taylor & Francis). |
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| ISSN: | 1360-2322 |
| DOI: | 10.1111/jar.12562 |
