Teachers give their views on technology, and self-advocates talk about theory.
Chiner E, Gomez-Puerta M, Cardona-Molto M. Digital inclusion in Spanish mainstream and special schools: teachers’ perceptions of Internet use by students with intellectual disabilities. British Journal of Learning Disability. 23 September 2022.
There is limited research on using technology with learning-disabled people, which this study aims to rectify.
The researchers noted that technology poses risks as well as offering benefits to children and young people, especially students with learning disabilities.
Technology can enhance learning, although teachers lack confidence in its use and are concerned about the vulnerability of learning-disabled users. This leads to missed opportunities and misinformed attitudes towards the use of technology in education.
Since the pandemic, the use of portable devices has increased and more learning-disabled people are using technology for social connections. Therefore, educating teachers in this area is necessary.
This study involved an online survey of teachers from a variety of mainstream and special education needs schools in Spain on the internet’s risks and opportunities for learning-disabled users.
Findings included that “teachers perceived that the Internet was not a safe environment for students with intellectual disabilities and that the risks to which they may be exposed outweigh the potential benefits”. This perception limits teachers’ actions in making technologies available to students.
While teachers acknowledge that the online world increases social connection, they need training to feel confident about bringing more technology into their classrooms.
Grove N, Collis B, Richards S et al. Big ideas that changed the world of disability: exploring theory with self‐advocates. British Journal of Learning Disability. 1 July 2024.
Theoretical understanding and reflections are not significantly shared with learning-disabled people, although the impact of theories (an idea or set of ideas designed to explain facts or events) on their lives can be significant.
The aim of this study was to offer learning-disabled people an experience of discussing theoretical concepts.
Three universities organised nine accessible workshops to explore influential theories in disability research.
Their objective was to share a theory that shed light on disability with self-advocates and discuss how it related to their experiences.
Aiming to simplify terminology, the study team sought to build on existing research, allowing self-advocates and activist researchers to respond to theoretical ideas and how they affected their experience.
As learning-disabled researchers are gaining prominence, it was timely for this project to explore inclusive ways of relating to theoretical concepts.
Before the workshops, accessible documents were disseminated and techniques explored to ensure the presentations were also accessible.
Themes included the experience of equal opportunities in learning and how the workshops strengthened participants’ confidence and skills.
The paper concluded that making theory accessible and easier to understand is both possible and valuable.
