Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities

Abstract

Abstract 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.

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