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Social Media and Internet Use Patterns by Adolescents With Complex Communication Needs
Ingo Bosse1, Gregor Renner2, Leevke Wilkens1
1Faculty of Rehabilitation Sciences, TU Dortmund University, Germany.
Language, Speech, and Hearing Services in Schools
|July 23, 2020
Summary
Students with complex communication needs use the internet mainly for recreation, facing barriers like technical and social difficulties. Greater internet access and media literacy education are needed to enhance their digital participation.
Area of Science:
- Assistive Technology
- Digital Inclusion
- Communication Sciences
Background:
- Internet and social media are vital for communication and networking.
- Students with complex communication needs (CCN) may benefit from these platforms.
- Barriers and facilitators to their use require investigation.
Purpose of the Study:
- To assess internet and social media use (type, frequency, duration) among students with CCN.
- To identify barriers and facilitators to internet use in this population.
- To compare internet use patterns with peers without disabilities.
Main Methods:
- A questionnaire survey was administered to 24 German secondary school students with CCN and motor difficulties.
- The survey was adapted from a previous Australian study.
- Data collected included internet usage patterns, barriers, and facilitators.
Main Results:
- 75% of students with CCN used the internet, often daily and on multiple devices.
- Internet use was primarily for recreation, followed by communication and information seeking.
- Technical and social difficulties, along with literacy and motor skills, impacted internet access and use.
- 88% of participants desired greater internet use.
Conclusions:
- Educational settings should support increased internet use for students with CCN.
- Media literacy training and provision of assistive/mainstream technology are crucial.
- Further research is needed on the benefits of social media for individuals with CCN and effective teaching strategies.
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