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Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disabilities
University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. (BUV)ORCID iD: 0000-0001-6202-4196
University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies. (BUV)ORCID iD: 0000-0003-3328-6538
Malmö University, Sweden.
2015 (English)In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, Vol. 19, no 1, 22-33 p.Article in journal (Refereed) Published
Abstract [en]

This article reports experiences from a Swedish study, discussing teachers’ and parents’ views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual disabilities and parents (n = 5) of pupils in the same form of schooling, and they were analysed with thematic analysis. Teachers more strongly emphasize a pupil’s use of the Internet for interactive purposes. Parents had expectations that the Internet could be a tool for gaining more awareness of one’s own disability and a way to meet other peer group pupils. Teachers’ and parents’ perspectives on the Internet and social media usage are important since it is imperative to show how support can be provided for young people with intellectual disabilities.

Place, publisher, year, edition, pages
2015. Vol. 19, no 1, 22-33 p.
Keyword [en]
intellectual disabilities, Internet, parents, participation, teachers
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-7242DOI: 10.1177/1744629514563558OAI: oai:DiVA.org:hv-7242DiVA: diva2:775814
Projects
Del@ktig på nätet? Särskoleelevers identitetsskapande aktiviteter på internet
Note

Published online before print December 17, 2014

Available from: 2015-01-05 Created: 2015-01-05 Last updated: 2017-12-05Bibliographically approved

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Molin, MartinSorbring, Emma

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