The aim of this study was to explore caregivers’ views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to ...address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members’ responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.
Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher ...education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers' perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students' perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers' data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.
The purpose of this study was to examine the beliefs that teachers have about diversity and their level of sensitivity towards some topics related to it. Moreover, beliefs were compared according to ...teachers' personal and professional views and teaching experience. The Personal and Professional Beliefs about Diversity Scales (Pohan and Aguilar, 1999) were administered to a sample of 233 teachers. Results showed highly positive beliefs towards diversity in all its dimensions (cultural, linguistic and social diversity, ability, gender, sexual orientation and religion), especially regarding its personal implications compared to the professional ones. Likewise, it was observed a significant relationship between years of teaching experience and professional beliefs about diversity, so teachers with no school experience showed a higher tolerance than those with teaching experience, mainly in aspects related to cultural, linguistic and social differences, ability and gender. The implications that these results have for educational practice and the need for the development of multicultural education courses that favour an effective teaching are discussed.
The aim of this study was to examine support workers' perceptions of the benefits and risks of Internet access by adult service users with intellectual disability and their online activities and ...behaviours. It also aimed to explore support workers' training needs and mediation strategies implemented to prevent and address online risks. A cross-sectional survey design was conducted including 135 Spanish support workers participating in the study. Findings show that support workers perceive the Internet as an unsafe environment, emphasising online risks over benefits for people with intellectual disability. Support workers reported undesirable online behaviours (e.g. cyberbullying) experienced and engaged in by service users. Although support workers declared the use of active mediation strategies to prevent online risks, they lacked training on Internet safety. Training programs should be designed and implemented by service providers to provide their support workers with strategies to promote the safe use of the Internet.
Points of interest
People with intellectual disabilities' access to the Internet is increasing, and while this has brought about many opportunities for them, it has also raised some concerns among family and support workers.
This article discusses Internet-related issues experienced by adults with intellectual disability from the perspective of their support workers.
According to support workers, the Internet is more risky than beneficial for adults with intellectual disability and they report some undesirable online behaviours experienced and/or perpetrated by their service users (e.g. cyberbullying, online threatening, requesting personal information).
In addition, support workers report a lack of training on Internet safety and a limited use of strategies that help to prevent and address online risks.
The perceptions of risk may result in overprotection. More training programs should be implemented to promote the meaningful but safe use of the Internet by adults with intellectual disability.
The COVID‐19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. ...This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two‐step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID‐19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID‐19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID‐19 was exacerbated by sociopolitical, structural, individual and support‐related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well‐being and autonomy, COVID‐19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.
Educators and social workers are essential to promote the social and digital inclusion of people with intellectual disability. Their perceptions about Internet use by people with intellectual ...disability may lead to prejudices that can hinder the opportunity of this group to get equal and meaningful access to the virtual arena. To identify potential prejudices among future professionals and to determine their initial training needs, a cross-sectional survey study was conducted. The aim was to examine and compare 433 education and social work students' perceptions about Internet use by people with and without intellectual disability, in terms of online benefits, risks and safety. Results showed that students perceived the Internet to be more beneficial, but also riskier and less safe, for people with intellectual disability than for the general population. Differences were observed with regard to gender, university degree and frequency of contact with people with intellectual disability and a positive relationship was found between students' Internet use and their perceived online benefits, risks and safety. These findings highlight the need for initial training programs that overcome future professionals' prejudices towards people with intellectual disability and their capability to use the Internet safely.
This study examined regular education teachers' perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, ...and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.
The presence of the Internet in society has raised a growing interest in the potential benefits and risks of this tool and its consequences in certain groups like students with intellectual ...disabilities. The purpose of this study was to explore teachers' perceptions about the behaviours conducted by this population and the ability of these professionals to prevent and/or manage potential risks on the Internet for this group. A cross-sectional study was conducted based on a survey design in which 258 Spanish teachers participated. Descriptive and nonparametric analyses were performed to examine and compare teachers' responses. Findings indicate that, according to respondents, students with intellectual disabilities frequently connect to the Internet, mainly to watch videos or films, listen to music and socialise with friends. They also reveal the presence of unwanted online behaviours that this group has experienced or engaged in. Teachers report they are not sufficiently prepared or have received the necessary training to prevent and/or manage these risks. However, they have put into practice active mediation strategies to prevent them. Significant differences were found in teachers' perceptions based on teaching level and teaching position. The need to implement training plans is recommended.
Teachers´ perceptions about the benefits and safety of the Internet for students with intellectual disabilities may affect their willingness to promote online access for this group. Therefore, the ...purpose of this study was to explore and compare the views of pre-service and in-service teachers concerning the opportunities and hazards that the Internet has for students with intellectual disabilities. A cross-sectional survey design was conducted with the participation of 582 pre-service and in-service teachers from south-eastern Spain. Findings reveal that teachers have great concerns about the use of the Internet by students with ID, with higher ratings for perceived online risks than for online benefits. They also perceive that the Internet is not safe enough for students with intellectual disabilities. Overall, pre-service teachers perceive greater online safety, benefits and risks compared to in-service teachers. Female teachers showed higher ratings for online risks as well. Finally, in-service teachers' experience with students with ID was related to lower perceived online benefits. Initial and on-going training programmes should provide teachers with the strategies to manage and promote the use of the Internet by students with intellectual disabilities in a responsible way, and refrain from excluding them from the digital arena.
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