| Sumario: | AbstractObjectivesMethodsResultsConclusionsThis study explores the Internet use and challenges faced by people with intellectual disability (ID) at H Special Education School in Hangzhou, China, focusing on its role in cognitive development, social interaction, and daily life support.In-depth interviews were conducted with 12 students with ID, one teacher, and three parents.The findings show that the Internet positively influences cognitive abilities, social interactions, and independence. However, challenges such as the digital divide, cybersecurity risks, and the limitations of social networks were identified as factors that hinder the full potential of Internet use for people with ID.Based on the Chinese context, the study recommends improving digital literacy education, simplifying Internet product design, and creating a safer, more inclusive online environment. These measures will better support the academic, social, and life independence of people with ID.
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