Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities.
Background: There is a need for online learning programmes to be accessible for students with intellectual disabilities. Online learning has become an important means of continuing educational activities during the COVID‐19 pandemic. Students with intellectual disabilities need to have access to onl...
| Publicado en: | British Journal of Learning Disabilities Vol. 51; no. 2; pp. 205 - 218 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163704538&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163704538 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Jun2023 vid: 51 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163704538 158498613 163704538 163704538 10.1111/bld.12494 163704538 ppf: 205 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities. aug: au: Fitzpatrick, Imelda Trninic, Maja affil: Blossom Ireland, Dublin, Ireland sug: subj: Intellectual Disability Learning Methods Evaluation Online Education Digital Divide Students with Disabilities Human COVID-19 Pandemic Pretest-Posttest Design Education, Special Skill Acquisition ab: Background: There is a need for online learning programmes to be accessible for students with intellectual disabilities. Online learning has become an important means of continuing educational activities during the COVID‐19 pandemic. Students with intellectual disabilities need to have access to online learning programmes that are suitable for non‐readers and those with different literacy levels. Methods: This study looked at The My Blossom Channel online learning assertiveness course and assessed the perceived increase in levels of confidence for 51 students with an intellectual disabilty. Pre and post programme self and support person reports were analysed for all the students along with direct observation data collected by the course facilitators. Findings: The results indicate that increased levels of assertiveness were shown for participants who completed the course. Both the young person and their support person reported the experience was overall very positive and generalisation of some the skills to other settings were noted. Conclusion: The model of online learning outlined in this paper demonstrates an example of an accessible online learning model for people with intellectual disabilities. A number of factors were shown to be important in the success of this model including, role‐play activities, modelling, scenarios, debate, immediate feedback, and peer interaction which emphasises praise and encouragement. Accessible summary: There is a need for more online learning programmes for people with an intellectual disability.It is important that these programmes will suit all students including those who cannot read.This study looked at an online learning course for people with an intellectual disability.People with an intellectual disability and their support person gave feedback about the course and what they learned.We found that the online learning course worked well for people with an intellectual disability and they were able to learn new assertiveness skills this way. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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