Educational Inclusion in Times of COVID-19: Use of Social Media for People with Intellectual Disabilities
DOI:
https://doi.org/10.5944/ried.25.1.30875Keywords:
inclusive education, social media, diversity, inclusion, special education, media competenceAbstract
Teaching-learning processes have been suddenly and irremediably transformed by the consequences of COVID-19. Both educators and learners have been forced to adapt to unforeseen contextual and pedagogical needs, using virtual devices and environments to develop their didactic practices. These challenges have sometimes led to certain difficulties, but also to new opportunities for communication and access to information and knowledge. This research analyses the uses of digital platforms by both young people with disabilities as well as the specialists and families of a centre in the Region of Madrid to deal with this new reality. To this end, a questionnaire was applied and semi-structured interviews were conducted with different educational agents. The results highlight the benefits and barriers encountered during the process of adapting to the virtual modality abruptly imposed by the pandemic, as well as the changes that confinement has brought about in the use of digital devices and platforms. The conclusions point to the fact that today more than ever, digital inclusion implies social and educational inclusion. However, if we do not support it, we would be facing new forms of exclusion that are pronounced in this context of health emergency and social distancing. Therefore, media education is established as a key factor to avoid an increase in the digital gap among this group.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/30875/24352
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