Adults with Intellectual Disabilities as Users of Social Media: A Scoping Review

Autor/inn/en	Anderson, Sian; Araten-Bergman, Tal; Steel, Gillian
Titel	Adults with Intellectual Disabilities as Users of Social Media: A Scoping Review
Quelle	In: British Journal of Learning Disabilities, 51 (2023) 4, S.544-564 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Sian) ORCID (Araten-Bergman, Tal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12534
Schlagwörter	Adults; Intellectual Disability; Social Media; Users (Information); Inclusion; Bullying; Access to Computers + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Soziale Medien; Benutzerprofil; Nutzer; Inklusion; Mobbing
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01