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Teachers’ Perspectives on Internet Use: Towards the Digital Inclusion of Students with Intellectual Disability or Autism Spectrum Disorder

Author

Listed:
  • Esther Chiner

    (Department of Health Psychology, School of Education, University of Alicante, 03690 Alicante, Spain)

  • Marcos Gómez-Puerta

    (Department of General and Specific Didactics, School of Education, University of Alicante, 03690 Alicante, Spain)

  • Consuelo Manosalba

    (Department of Fundamentals of Pedagogy, School of Education, Catholic University of the Most Holy Conception, Concepción 2850, Chile)

  • Miguel Friz-Carrillo

    (Department of Educational Sciences, School of Education and Humanities, University of Bío-Bío, Chillán 1202, Chile)

Abstract

People with disabilities have difficulties in digital inclusion, although it is considered essential for participation in the knowledge-based society. This form of inclusion seeks to ensure equal opportunities in the use of digital technologies and their active participation as citizens in the virtual world. The educational environment is key to this digital inclusion, but teacher attitudes and training influence its effectiveness. The aim of this study was to explore, through a descriptive cross-sectional study, Chilean teachers’ perspectives on the safety, benefits, and risks of the Internet for students with intellectual disabilities or autism spectrum disorder. A questionnaire was administered to 211 pre-service and in-service teachers. The results highlight the perception of the Internet as an unsafe environment for these students, where risks prevail over potential benefits. These findings underline the need to improve both initial and ongoing teacher training in digital skills and risk mediation for these students in order to ensure the digital participation of all students.

Suggested Citation

  • Esther Chiner & Marcos Gómez-Puerta & Consuelo Manosalba & Miguel Friz-Carrillo, 2024. "Teachers’ Perspectives on Internet Use: Towards the Digital Inclusion of Students with Intellectual Disability or Autism Spectrum Disorder," Disabilities, MDPI, vol. 4(4), pages 1-14, December.
    • Handle: RePEc:gam:jdisab:v:4:y:2024:i:4:p:72-1169:d:1550923
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    References listed on IDEAS

    as
    1. Francesca Gottschalk & Crystal Weise, 2023. "Digital equity and inclusion in education: An overview of practice and policy in OECD countries," OECD Education Working Papers 299, OECD Publishing.
    2. Mariya Stoilova & Sonia Livingstone & Rana Khazbak & UNICEF Office of Research - Innocenti, 2021. "Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes," Papers indipa1183, Innocenti Discussion Papers.
    3. Flynn, Susan & Doolan Maher, Rose & Byrne, Julie, 2024. "Child protection and welfare risks and opportunities related to disability and internet use: Broadening current conceptualisations through critical literature review," Children and Youth Services Review, Elsevier, vol. 157(C).
    Full references (including those not matched with items on IDEAS)

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