Teachers' perceptions on online behaviour of students with intellectual disability, risk mediation and training

The presence of the Internet in society has raised a growing interest in the potential benefits and risks of this tool and its consequences in certain groups like students with intellectual disabilities. The purpose of this study was to explore teachers' perceptions about the behaviours conduct...

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Bibliographic Details
Published inEuropean journal of special needs education Vol. 35; no. 4; pp. 437 - 450
Main Authors Gómez-Puerta, Marcos, Chiner, Esther
Format Journal Article
LanguageEnglish
Published Chichester Routledge 07.08.2020
Taylor & Francis Ltd
Subjects
Academic Rank (Professional)
At Risk Students
Behavior
Behavior Problems
Bullying
Foreign Countries
Friendship
Intellectual disabilities
Intellectual Disability
Internet
mediation
Music
online behaviour
Peer Relationship
Perceptions
Special Education Teachers
Student Behavior
Students with disabilities
Teacher Attitudes
Teacher Characteristics
Teacher Competencies
Teachers
Teaching
training
Spain
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Summary:The presence of the Internet in society has raised a growing interest in the potential benefits and risks of this tool and its consequences in certain groups like students with intellectual disabilities. The purpose of this study was to explore teachers' perceptions about the behaviours conducted by this population and the ability of these professionals to prevent and/or manage potential risks on the Internet for this group. A cross-sectional study was conducted based on a survey design in which 258 Spanish teachers participated. Descriptive and nonparametric analyses were performed to examine and compare teachers' responses. Findings indicate that, according to respondents, students with intellectual disabilities frequently connect to the Internet, mainly to watch videos or films, listen to music and socialise with friends. They also reveal the presence of unwanted online behaviours that this group has experienced or engaged in. Teachers report they are not sufficiently prepared or have received the necessary training to prevent and/or manage these risks. However, they have put into practice active mediation strategies to prevent them. Significant differences were found in teachers' perceptions based on teaching level and teaching position. The need to implement training plans is recommended.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2019.1703602