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

Abstract

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.