Learning Technologies for People with Mild Intellectual Disabilities. From Digital Exclusion to Inclusive E-education in Network Society
Abstract
The research focuses on the issue of learning technologies for people with mild intellectual disabilities. The analysis carried out is grounded in the theses of the network society. The initial objectives addressed three main issues: analysis of risks of digital exclusion of people with mild intellectual disabilities in highly technological developed societies; a conceptual view of learning technologies as tools to support social inclusion; and the importance of creating accessible e-learning environments to support inclusive e-education for people with mild intellectual disabilities. The authors used the analytical and descriptive method on the basis of the chosen literature sources to draw the conceptual view of functions of learning technologies in network society. The paper is structured as follows: introduction; analysis of theoretical background of network society to understand the need to go beyond technology to understand contemporary digital disparities; the overview of learning technologies for inclusive e-education for individuals at risk of digital exclusion, the research conclusions and directions for future research.
Keywords
learning technologies; people with mild intellectual disabilities; network society; inclusive e-education; digital exclusion
References
AAIDD. 2020. Definition of intellectual disability. AAIDD. Retrieved September 17, 2020 from https://www.aaidd.org/intellectual-disability/definition.
Aleksejeva, V., Lavrinenko, O., Betlej, A., & Danileviča, A. (2021). Analysis of disparities in the use of information and communication technology (ICT) in the EU countries. Entrepreneurship and Sustainability Issues, 9(2), 332–345. http://doi.org/10.9770/jesi.2021.9.2(22)
Andrade, R., Baker, S., Waycott, J., & Vetere, F. (2022). A Participatory Design Approach to Creating Echolocation-Enabled Virtual Environments. ACM Transactions on Accessible Computing, 15 (3), 1–28, https://doi.org/10.1145/3516448
Androniceanu, A., M., Georgescu, I., Tvaronavičienė, M., & Androniceanu, A. (2020). A. Canonical Correlation Analysis and a New Composite Index on Digitalization and Labor Force in the Context of the Industrial Revolution 4.0. Sustainability, 12 (6812), 1–20. https://doi.org/10.3390/su12176812
Bayor, A., A. (2019). How To App: Supporting life skills development of young adults with intellectual disability. In: Bigham, J., P. (Ed.). (2019) Proceedings from the 21st International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS’19), Association for Computing Machinery, New York, NY, 697–699. https://doi.org/10.1145/3308561.3356107
Bedianashvili, G. (2021). Globalization and modern challenges of economic uncertainty. Proceedings from the FAI International Conference Strategies, Models and Technologies of Economic Systems Management SMTESM-2021, 7, 45–48. ISBN: 978-93-91342-63-0
Chadwick, D. D., Quinn,S., & Fullwood, Ch. (2017). Perceptions of the risks and benefits of Internet access and use by people with intellectual disabilities. British Journal of Learning Disabilities, 45 (1), 21–31. https://doi.org/10.1111/bld.12170
Balasuriya, S., S., Sitbon, L., & Brereton. M. (2022). A Support Worker Perspective on Use of New Technologies by People with Intellectual Disabilities. ACM Transactions on Accessible Computing, 15 (3), 1–21. https://doi.org/10.1145/3523058
Balasuriya, S., S., Sitbon, L., Brereton. M., & Stewart, K. (2019). How can social robots spark collaboration and engagement among people with intellectual disability? In Proceedings of the 31st Australian Conference on Human-Computer-Interaction. Association for Computing Machinery (ACM), United States of America, pp. 209-220. https://doi.org/10.1145/3369457.3370915
Bennett, C., L., Brady, E., & Branham, S., M. (2018). Interdependence as a frame for assistive technology research and design. Proceedings of the 20th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS’18), ACM Press, 161–173. https://doi.org/10.1145/3234695.3236348
Betlej, A. (2017). Peril and Promise of Internet Technology for Future Social Order. In L. W. Zacher, L., W. (ed.). (2017). Technology, Society and Sustainability. Selected Concepts, Issues and Cases, Springer (pp.117–128). https://doi.org/10.1007/978-3-319-47164-8_8
Betlej, A. (2019). Społeczeństwo sieciowe- potencjały zmian i ambiwalentne efekty. Wydawnictwo KUL, Lublin. ISBN 978-83-8061-697-4
Betlej, A. (2020). Actors of technosocial changes in after network society. Selected problems and questions. Transformacje, 3/4 (94–95), 23–36. e-ISSN 2719-7158
Betlej, A. (2022). Designing Robots for Elderly from the Perspective of Potential End-Users: A Sociological Approach. International Journal of Environmental Research and Public Health, 19 (6), 1–17. https://doi.org/10.3390/ijerph19063630
Bircanin F., Brereton M., Sitbon L., Ploderer B., Bayor A. A., & Koplick S. (2021). Including adults with severe intellectual disabilities in co-design through active support. In Proceedings of the CHI Conference on Human Factors in Computing Systems. ACM, 1–12. https://doi.org/10.1145/3411764.3445057
Boot F. H., Owuor J., Dinsmore J., & MacLachlan M. (2018). Access to assistive technology for people with intellectual disabilities: A systematic review to identify barriers and facilitators. Journal of Intellectual Disability Research, 62 (10), 900–921. https://doi.org/10.1111/jir.12532
Brereton, M., Sitbon, L., Haziq Lim Abdullah, M., Vanderberg, & M., Koplick, S. (2015). Design after design to bridge between people living with cognitive or sensory impairments, their friends and proxies. CoDesign, 11, 4–20. https://doi.org/10.1080/15710882.2015.1009471
Buchnat, M., & Wojciechowska, A. (2020). Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic. Interdisciplinary Contexts of Special Pedagogy, 29, 149–171. https://doi.org/10.14746/ikps.2020.29.07
Cano, A. R., Fernández-Manjón, B., & García-Tejedor, Á. J. (2016). Downtown, A Subway Adventure: Using Learning Analytics to Improve the Development of a Learning Game for People with Intellectual Disabilities. Proceedings from the IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 125–129, https://doi.org/ 10.1109/icalt.2016.46
Castells, M. (2012) Aftermath. The cultures of the Economic Crisis. Oxford. ISBN-13. 978-0199677382 Castells, M. (2010) The Rise of the Network Society. 2nd edition. Wiley Blackwell. ISBN: 978-1-405-19686-4
Chojnacki, W. (2021). Pandemia sars-cov-2 a bezpieczeństwo personalne i strukturalne. Transformacje, 2 (109), 74–84. e-ISSN 2719-7158
Dancák, P. (2017). The Ethos of Education and the Ethos of Christianity. Ecumeny and Law, 5, 45–56. ISSN: 2353-4877 / 2391-4327
Dancák, P. (2017). Homo Perfectus versus Educatio: Philosophical Reflections on Transhumanism and Education. Studia Paedagogica Ignatiana, 20 (1), 57–71. ISSN: 2450-5358
Dobosz K., & Szuścik, M. (2018). Onehandbraille: An alternative virtual keyboard for blind people. In A. Gruca, T. Czachórski, K. Harezlak, S. Kozielski, A. Piotrowska (Eds.). Proceedings of the International Conference on Man-Machine Interactions ICMMI 2017 held in October 2017 in Poland, 62–71. https://doi.org/10.1007/978-3-319-67792-7_7
Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166–175. https://doi.org/10.1080/10400435.2012.743491
Gajdzica Z., Skotnicka B., Pawlik S., Bełza-Gajdzica M., Trojanowska M., Prysak D., & Mrózek S. (2021). Analiza praktyki szkolnej i charakterystyka szkoły efektywnie realizującej edukację włączającą w praktyce – raport z badań. Warszawa: MEiN. ISBN: 978-83-66940-71-0
Gajdzica, Z. (2020). Uczeń z lekką niepełnosprawnością intelektualną w szkole ogólnodostępnej. Nauczyciele o (nie)zmienianej sytuacji w kontekście kultury szkoły inkluzyjnej. Wydawnictwo Naukowe PWN. ISBN: 978-83-01-21146-2-1
Gondek, N. (2020). Methodological Foundations of the Language of Metaphysics. Filozofija. Socjologija, 3(3), 242–249 https://doi.org/10.6001/fil-soc.v31i3.4272
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19 (3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Hornby, G. (2014). Inclusive Special Education: evidence-based practice for children with special educational needs and disabilities. New York, Springer. ISBN: 978-1-4939-1482-1.
Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42 (3), 234–256. https://doi.org/10.1111/1467-8578.12101
Kennedy, H., Evans, S., & Thomas, S. (2011). Can the Web Be Made Accessible for People with Intellectual Disabilities? The Information Society, 27 (1), 29–39. https://doi.org/10.1080/01972243.2011.534365
Koplick, S. (2021). Toward a Competency-based Approach to Co-designing Technologies with People with Intellectual Disability. ACM Transactions on Accessible Computing, 14 (2), 1–33. https://doi.org/10.1145/3450355
Lavrinenko, O., Ignatjeva, S., Danileviča, A., Betlej, A., Menshikov, V., & Rybalkin, O. (2022). Mobile internet in the EU: problems and perspectives. Entrepreneurship and Sustainability Issues, 9(3), 369–383. http://doi.org/10.9770/jesi.2022.9.3(22)
Mariański, J.(2020). Internet a religia. Zeszyty Naukowe KUL, 63, 2 (250), 5–29. http://doi.org/10.31743/znkul.9832
Mitra, S., & Yap, J. (2021). The disability data report. Retrieved from https://disabilitydata.ace.fordham.edu/wp-content/uploads/2021/05/The-Disability-Data-Report-2021.pdf, 1–71 (accessed 07th May 2022).
Morze, N., Makhachashvili, R., & Smyrnova‐Trybulska, E. (2016) Communication in Education: ICT Tools Assessment. In M. Turčáni, Z. Balogh, M. Munk, & L. Benko (Eds.). Proceedings from the DIVAI 2016– The 11th international scientific conference on Distance Learning in Applied Informatics, 351–364. ISBN 978‐80‐7552‐249‐8 ISSN 2464‐7470 (Print) ISSN 2464‐7489 (On‐line)
Morze, N., Spivak, S., & Smyrnova-Trybulska, E. (2014). Personalized educational environment–as one of the trends of modern education. In K. Kostolanyova & J. Kapounova (Eds.). Information and Communication Technology in Education (ICTE-2014) Conference Proceedings, University of Ostrava, 158–166. ISBN 978-80-7464-561-7
Rembierz, M. (2015). The Play between Freedom and Power. On Human Quest for Self-Determination and Subjectivity in the Times of Ideological Fighting for Man’s Appropriation. In K. Śledzińska, & K. Wielecki (Eds.). (2015). Critical realism and the humanity in social sciences. Archerian Studies, 1, 119–128. ISBN: 9783631811993
Rembierz, M. (2021a). Revaluations of the times of pandemics. On the interference of the pandemic in the world of human values. Transformacje, 3/110, 134–146. e-ISSN 2719-7158
Rembierz, M. (2021 b). Transformations of the intercultural education – pedagogical explorations on the borderlands. Transformacje, 4/111, 154–187. e-ISSN 2719-7158
Rembierz, M. (2021c).The person and the human individual. In B. Świercz (Ed.), Political Ethics, Ignatianum University Press, 123–144. ISBN: 978-83-7614-497-9
Smyrnova-Trybulska, E., Staniek, D., & Zegzuła, D. (2020). Robotics in Education. A Survey Report: A Case Study. International Journal of Research in E-Learning, 6(1), 1–18. https://doi.org/10.31261/IJREL.2020.6.1.08
Smyrnova-Trybulska,E., Noskova,T., Pavlova,T., Yakovleva, O., & Morze, N. (2016). New educational strategies in contemporary digital environment. International Journal of Continuing Engineering Education and Life Long Learning, 26 (1), 6–24. ISSN: 1560-4624, https://doi.org/10.1504/IJCEELL.2016.075036
Szulc, J. (2020). Distance Learning – the Current Status and Directions for Further Research. International Journal of Research in E-Learning, 6(1), 1–19. https://doi.org/10.31261/IJREL.2020.6.1.02
Szpunar, M. (2012). Nowe–stare medium Internet między tworzeniem nowych modeli komunikacyjnych a reprodukowaniem schematów komunikowania masowego. IFIS PAN. ISBN 987-83-7683-061-2
Szpunar, M. (2021). Internet spłyca myślenie. In S. Iwasiów (Ed.). Po szkole: rozmowy o edukacji (2015-2020). Uniwersytet Szczeciński, 240–251. ISBN-13, 978-83-7972-450-5.
Tsikinas, S., & Xinogalos, S. (2018). Designing effective serious games for people with intellectual disabilities. Proceedings form the IEEE Global Engineering Education Conference (EDUCON), 1896–1903, https://doi.org/10.1109/EDUCON.2018.8363467
Tsikinas, S., & Xinogalos, S. (2020). Towards a serious games design framework for people with intellectual disability or autism spectrum disorder. Education and Information Technologies, 25, 3405–3423. https://doi.org/10.1007/s10639-020-10124-4
Vasilyeva, T., Kruklii, O., & Petrushenko, Yu. (2021). Digital inclusion of population: economic, social, educational determinants in the COVID-19 era. Szczecin: Centre of Sociological Research. ISBN: 978-83-963452-0-2
Young, G., & MacCormac, J. (2014). Assistive Technology for Students with Learning Disabilities. Retrieved from https://www.ldatschool.ca/assistive-technology/ (accessed 12th May 2022)
Van Dijk, J. (2012). The Network Society. Third edition. Sage publications. ISBN-13. 978-1446248966
The John Paul II Catholic University of Lublin, Poland Poland
https://orcid.org/0000-0002-2729-6564
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
