Adults with intellectual disabilities as users of social media: A scoping review

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL British Journal of Learning Disabilities Pub Date : 2023-05-22 DOI:10.1111/bld.12534

Sian Anderson, Tal Araten-Bergman, Gillian Steel

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引用次数: 1

Abstract

Background

Social media use continues to grow, and it offers an important way for adults with intellectual disabilities to feel socially included and to communicate with others.

Aim

This study aimed to establish the state of knowledge about social media use among adults with intellectual disabilities, their experiences and its impact.

Method

A scoping review was conducted of peer-reviewed literature published between 2000 and 2021 that reported empirical research on social media use, experiences, training and outcomes for adults with intellectual disabilities.

Findings

Adults with intellectual disabilities use social media platforms and experience a range of positive outcomes including feeling more included and valued. Some of the negative impacts included bullying and exploitation. The high cost of technology and some elements of design sometimes make social media inaccessible.

Conclusions

The studies included provided evidence about the experience of using social media from adults with intellectual disabilities and some perspectives of family members and paid supporters. Future research is needed to examine effective approaches to overcoming barriers to access and ways to manage some of the negative impacts of engagement in order to inform policy and practice.

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作为社交媒体用户的智力残疾成年人:范围审查

社交媒体的使用持续增长，它为智力残疾的成年人提供了一种重要的方式，让他们感受到社会的包容，并与他人交流。目的本研究旨在了解成人智障人士对社交媒体使用的认知状况、体验及其影响。方法对2000年至2021年间发表的同行评议文献进行了范围审查，这些文献报告了对智力残疾成人社交媒体使用、体验、培训和结果的实证研究。有智力障碍的成年人使用社交媒体平台并体验到一系列积极的结果，包括感觉更被包容和被重视。一些负面影响包括欺凌和剥削。技术的高成本和一些设计元素有时会使社交媒体无法访问。这些研究包括来自智障成年人使用社交媒体体验的证据，以及家庭成员和付费支持者的一些观点。未来的研究需要审查克服获取障碍的有效方法和管理参与的一些负面影响的方法，以便为政策和实践提供信息。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.