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Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities
Author(s) -
Chiner Esther,
GómezPuerta Marcos,
CardonaMoltó María Cristina
Publication year - 2023
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/bld.12503
Subject(s) - mainstream , inclusion (mineral) , the internet , perception , psychology , intellectual disability , mainstreaming , pedagogy , special education , digital inclusion , medical education , mathematics education , medicine , political science , computer science , social psychology , world wide web , law , neuroscience , psychiatry
Accessible summaryStudents with intellectual disabilities in mainstream and special schools can benefit from information and communication technologies, including the Internet. We asked teachers about the benefits, risks and safety of online activities for students with intellectual disabilities. Teachers perceive that online activities are not safe enough for this group. Teachers in special and mainstream schools hold different perceptions. Teacher training is necessary to promote digital inclusion.