Bridging the Digital Divide for Individuals with Intellectual Disabilities: Implications for Well-Being and Inclusion
Saved in:
| Title: | Bridging the Digital Divide for Individuals with Intellectual Disabilities: Implications for Well-Being and Inclusion |
|---|---|
| Language: | English |
| Authors: | Esther Murphy, Orla Shiels, Sara Fiori (ORCID |
| Source: | British Journal of Learning Disabilities. 2025 53(1):17-31. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Well Being, Inclusion, Access to Internet, Disadvantaged, Access to Computers, Intellectual Disability, Foreign Countries, Digital Literacy, Achievement Gap, Accessibility (for Disabled), Equal Opportunities (Jobs), Equal Education, COVID-19, Pandemics, Adults, Cross Cultural Studies, Mild Intellectual Disability, Moderate Intellectual Disability, Social Isolation, Psychological Patterns, Access to Health Care, Videoconferencing |
| Geographic Terms: | Ireland, Sweden, France, Netherlands |
| DOI: | 10.1111/bld.12613 |
| ISSN: | 1354-4187 1468-3156 |
| Abstract: | Background: Developments in digital technologies have transformed how people interact with the world, offering employment, education, communication, health benefits and entertainment. Research has shown that not everyone can easily access digital content, particularly people with intellectual disabilities. Despite internet access being recognised as a human right in the United Nations' Conventions on the Rights of Persons with Disabilities, this group faces significant disadvantages. Methods: A thematic analysis of quantitative and qualitative findings was conducted with data from focus groups and interviews with 200+ participants across Ireland, Sweden, France, and the Netherlands on how people with intellectual disabilities are using technology at this time and access facilitators and barriers. Findings: The pandemic exacerbated the digital divide between people with intellectual disabilities and their neurotypical peers, impacting physical and mental well-being. Growing demand for accessible digital skills training underscores the need to bridge this gap. Conclusion: Addressing these digital access disparities is crucial to ensure that individuals with intellectual disabilities can enjoy the benefits of the digital age and maintain their well-being. By identifying priority topics in our interview data, researchers also pinpointed critical accessibility barriers and facilitators to support codesigning activities for future digital skills education content within the Digi-ID project. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460586 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Developments in digital technologies have transformed how people interact with the world, offering employment, education, communication, health benefits and entertainment. Research has shown that not everyone can easily access digital content, particularly people with intellectual disabilities. Despite internet access being recognised as a human right in the United Nations' Conventions on the Rights of Persons with Disabilities, this group faces significant disadvantages. Methods: A thematic analysis of quantitative and qualitative findings was conducted with data from focus groups and interviews with 200+ participants across Ireland, Sweden, France, and the Netherlands on how people with intellectual disabilities are using technology at this time and access facilitators and barriers. Findings: The pandemic exacerbated the digital divide between people with intellectual disabilities and their neurotypical peers, impacting physical and mental well-being. Growing demand for accessible digital skills training underscores the need to bridge this gap. Conclusion: Addressing these digital access disparities is crucial to ensure that individuals with intellectual disabilities can enjoy the benefits of the digital age and maintain their well-being. By identifying priority topics in our interview data, researchers also pinpointed critical accessibility barriers and facilitators to support codesigning activities for future digital skills education content within the Digi-ID project. |
|---|---|
| ISSN: | 1354-4187 1468-3156 |
| DOI: | 10.1111/bld.12613 |
