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A literature review about young people with intellectual disabilities and social media

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Åsa Borgström
Publicerad i Cyberspace Conference 2017. Brno, Czech Republic: 24-25 november 2017
Publiceringsår 2017
Publicerad vid Institutionen för socialt arbete
Språk en
Länkar cyberspace.muni.cz/
Ämnesord Internet, social media, intellectual disabilities, young people, literature review, thematic analysis
Ämneskategorier Annan samhällsvetenskap


Previous research has studied internet use in youth and adults in general, but little is known about how young people with intellectual disabilities use the Internet and social media. The available research indicates that there are risks and barriers but also opportunities to be found. While there are risks for victimization and bullying and barriers in terms of difficulties caused by literacy and communication skills, cyber-language, cyber-etiquette and accessibility, there are also opportunities such as friendships, development of social identity and self-esteem and enjoyment. The purpose of this study is to conduct a literature review of the research field, with special focus on young people with intellectual disabilities and social activities on the Internet. A search strategy was designed in collaboration with the Gothenburg University library. The databases Scopus, Web of Science and Google Scholar was chosen due to their multi-disciplinary character. The search was limited to scientific journal articles and brief reports published in English. Search terms were chosen and combined with Boolean operators. Search was concluded in May 2017. After articles off topic and cross references were removed, 12 of 452 publications remained. The preliminary analysis showed that most research was conducted in Europe and North America. The studies were primary from psychology, education, medicine and social science. More than half of the studies were published after 2015 indicating a rapidly growing field. Most of the studies were qualitative. The studies were grouped thematically based on content: opportunities, risks, vulnerability, barriers, sexuality, identity and support.

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