The purpose of this study was to examine the effects of teaching functional digital literacy skills to three high school students with intellectual disability. Functional digital literacy skills included sending and receiving email messages, organizing social bookmarking to save, share, and access career websites, and accessing cloud storage to download, revise, and upload documents. Results indicated that all students acquired and maintained these functional digital literacy skills. Findings are discussed in the context of teaching essential digital literacy skills to increase greater participation in a digital society.
Get full access to this article
View all access options for this article.
References
1.
AlbertoP.FredrickL.HughesM.McintoshL.CihakD.Components of visual literacy: Teaching logosFocus on Autism and Other Developmental Disabilities22234–2432007
2.
AultM. J.GriffenA. K.Teaching with the system of least prompts: An easy method for monitoring progressTeaching Exceptional Children45346–532013
3.
BawdenD.LankshearC.KnobelM.Origins and concepts of digital literacyDigital literacies: Concepts, policies and practicesPeter LangNew York17–322008
4.
BrowderD.Ahlgrim-DelzellL.SpoonerF.BakerJ.Using time delay to teach literacy to students with severe developmental disabilitiesExceptional Children75343–3642009
5.
BrowderD.LeeA.MimsP.Literacy for students with multiple disabilities: Using systematic instruction, individualized responses, and assistive technology. Education and Training in Autism and Developmental Disabilities46339–3512011
6.
BrowderD. M.WakemanS.SpoonerE.Ahlgrim-DelzellL.AlgozzineB.Research on reading instruction for individuals with significant cognitive disabilitiesExceptional Children72392–4082006
7.
BryenD. N.CareyA.FriedmanM.TaylorS. J.Cell phone use by adults with intellectual disabilities451–92007Intellectual and Developmental Disabilities
8.
BurgstahlerS.Bridging the digital divide in postsecondary education: Technology access for youth with disabilitiesAddressing Trends and Devel-opment in Secondary Education and Transition11–42002
9.
CareyA. C.FriedmanM. G.BryenD. N.Use of electronic technologies by people with intellectual disabilitiesMental Retardation43322–3332005
10.
CihakD.FahrenkrogC.AyresK.SmithC.The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroomJournal of Positive Behavior Supports12103–1152010
11.
CihakD. F.KesslerK.AlbertoP. A.Generalized use of handheld prompting systemsResearch in Developmental Disabilities28397–4082007
12.
CihakD. F.KesslerK.AlbertoP. A.Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities43102–1102008
13.
CihakD. F.WrightR.AyresK. M.The use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Developmental Disabilities45136–1492010
14.
ClendonS. A.EricksonK. A.The vocabulary of beginning writers: Implications for children with complex communication needsAugmentative and Alternative Communication24281–2932008
15.
ColemanM. B.HurleyK.CihakD. F.Comparing teacher-directed and computer-assisted constant time delay for teaching functional sight words to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities47280–2922012
16.
CollierL.The shift to 21st-century literaciesThe Council Chronicle174–82007
EshetY.Digital Literacy: A conceptual framework for survival skills in the digital eraJournal of Educational Multimedia and Hypermedia1393–1062004
19.
DaviesD. K.StockS.WehmeyerM. L.Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting systemEducation and Training in Mental Retardation and Developmental Disabilities37209–2182002a
20.
DaviesD. K.StockS.WehmeyerM. L.Enhancing independent time-management skills of individuals with mental retardation using a palmtop personal computerMental Retardation2002b40358–365
21.
DaviesD. K.StockS.WehmeyerM. L.A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research and Practice for Persons with Severe Disabilities28182–1932004
22.
FergusonH.Myles-SmithB.HagiwaraT.Using a personal digital assistant to enhance the independence of an adolescent with asperger syndromeEducation and Training in Mental Retardation4060–672005
23.
FichtenC. S.AsuncionJ.BarileM.FosseyM. E.RobillardC.WolforthJ.Computer technologies for postsecondary students with disabilities II: Resources and recommendations for postsecondary service providersJournal of Postsecondary Education and Disability1559–822001
24.
FloresM.MusgroveK.RennerS.HintonV.StrozierS.FrankinS.HilD.A comparison of communication using the Apple iPad and a picture-based systemAugmentative and Alternative Communication2874–842012
25.
GastD. L.LedfordJ.GastD. L.Multiple baseline and multiple probe designsSingle subject research methodology in behavioral sciencesRoutledgeNew York, NY276–3282010
26.
GilsterP.Digital literacyWiley and Computer PublishingNew York1997
27.
HappestadB. S.Inadequacies in computer access using assistive technology devices in profoundly disabled individuals: An overview of the current literatureDisability and Rehabilitation: Assistive Technology2189–1992007
28.
Individuals with Disabilities Education Act, 20 U.S.C. § 14002004
29.
JacksonR. M.Curriculum access for students with low incidence disabilities: The promise of universal design for learningCenter for Applied Special TechnologyWakefield, MA2005
30.
JohnsonG. M.Functional internet literacy: Required cognitive skills with implications for instruction. E-Learning and Digital Media4433–4412007
KagoharaD. M.SigafoosJ.AchmadiD.O'reillyM. F.LancioniG.Teaching children with autism spectrum disorders to check the spelling of wordsResearch in Autism Spectrum Disorders6304–3102012
33.
KagoharaD. M.SigafoosJ.AchmadiD.Van Der MeerL.O'reillyM.LancioniG.Teaching students with developmental disabilities to operate an iPod Touch to listen to musicResearch in Developmental Disabilities322987–29922011
34.
KagoharaD. M.Van Der MeerL.RamdossS.O'reillyM. F.LancioniG. E.DavisT. N.SigafoosJ.Using iPods and iPads in teaching programs for individuals with developmental disabilities: A systematic reviewResearch in Developmental Disabilities34147–1562013
35.
KliewerC.Citizenship in the literate community: An ethnography of children with Down syndrome and the written wordExceptional Children64167–1801998
36.
KlingA.WilcoxJ.Young children with physical disabilities: Caregiver perspectives about assistive technologyInfants and Young Children23169–1832010
37.
McMahonD. D.CihakD. F.GibbonsM. M.FussellL.MathisonS.Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergiesJournal of Special Education Technology2821–322013
38.
MechlingL. C.GastD. L.SeidN. H.Evaluation of a personal digital assistant as a selfprompting device for increasing multi-step task completion by students with moderate intellectual disabilitiesEducation and Training in Autism and Developmental Disabilities45422–4392010
39.
National Center on Educational StatisticsComputer and Internet use by children and adolescents in 20012001Washington, DCU.S. Department of Education
40.
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 14252002
41.
National Council on DisabilityThe power of digital inclusion: Technology's impact on employment and opportunities for people with disabilities2011Washington, DC
42.
PalmerS.WehmeyerM.DaviesD.StockS.Family members’ reports of the technology use of family members with intellectual and developmental disabilitiesJournal of Intellectual Disability Research56402–4142012
43.
PenningtonR.StenhoffD.GibsonJ.BallouK.Using simultaneous prompting to teach computer-based story writing to a student with autismEducation and Treatment of Children35389–4062012
44.
RamdossS.MulloyA.LangR.O'reillyM.SigafoosJ.LancioniG. E.El ZeinF.Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic reviewResearch in Autism Spectrum Disorders51306–13182011
45.
ReddenC.Social bookmarking in academic libraries: Trends and applicationsJournal of Academic Librarianship36219–2272010
46.
SpoonerF.KnightV.BrowderD.SmithB.Evidence-based practice for teaching academics to students with severe developmental disabilitiesRemedial and Special Education33374–3872012
47.
SzewczakE. J.SnodgrassC. R.Managing the human side of information technology: Challenges and solutionsIGIHershey, PA2002
48.
TaberT. A.AlbertoP. A.SeltzerA.HughesM.Obtaining assistance when lost in the community using cell phones. Research and Practice for Persons with Severe Disabilities28105–1162003
49.
TanisE. S.PalmerS.WehmeyerM.DaviesD. K.StockS. E.LobbK.BishopB.Selfreport computer-based survey of technology use by people with intellectual and developmental disabilitiesIntellectual and Developmental Disabilities5053–682012
50.
U.S. Census BureauAmericans with disabilities: 2010Government Printing OfficeWashington, DC2010
51.
WehmeyerM.SmithS.PalmerS.DaviesD.Technology use by students with intellectual disabilities: An overviewJournal of Special Education Technology1947–212004
