Although participation in the digital world is an important means for taking part in our society, people with intellectual disabilities are still largely excluded from the manifold possibilities of ...digital participation. In our study, we investigate attitudes of both formal caregivers and people with intellectual disabilities in Germany regarding their usage of digital media. Our sample consisted of 24 formal caregivers working in residential or outpatient facilities in Germany, and 50 people with intellectual disabilities living in those settings. Data were collected during semi-structured interviews with formal caregivers and focus group discussions with people with intellectual disabilities, and analyzed using inductive content analysis. The findings illustrate that the perspectives on digital media usage differ between people with intellectual disabilities and formal caregivers regarding (i) interest in accessing the Internet and digital media, (ii) interest in education programs, and (iii) the variety of applications used. The perspectives of both target groups will be discussed and contrasted.
In Germany, libraries or public training centers offer education programs for different target groups to foster digital participation. Yet, those programs often do not meet the requirements of people ...with intellectual disabilities, their formal caregivers or social institutions. A high degree of personal and organizational effort, lack of caregivers’ knowledge and expenditure of time materialize as barriers for caregivers in social institutions to support their clients to achieve digital literacy. However, the desires of people with intellectual disabilities to improve their digital skills have risen steadily in the last years. This article addresses the question of how education programs should be designed to meet the needs of people with intellectual disabilities, their formal caregivers, and social institutions. Therefore, requirements were derived from a secondary analysis of 24 semi-structured interviews with formal caregivers in social organizations, focus groups containing 50 people with intellectual disabilities, and an additional interview study with five experts form research and practice. As a result, a guideline with ten main points for designing education programs for people with disabilities, caregivers and social institutions is presented in this article.
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.
PDF
