Exploring the use of mobile phones by children with intellectual disabilities: experiences from Haryana, India

Abstract

Purpose

Covid-induced lockdowns have increased the importance of technology in education. Though access to technology as well as availability of the internet remain a major concern for a lot of children in the global south, children with intellectual disabilities are disadvantaged even more as most of the e-content is developed keeping in mind the average learner.

Materials and methods

Unstructured interviews were conducted with children with intellectual disabilities studying in government schools in Haryana as well as their teachers and parents. Thematic analysis of the interviews was conducted to understand the use-patterns of mobile phones by children with intellectual disabilities.

Results

Findings suggest that these children are learning to use mobile phones on their own or with some support and are able to navigate the complexities of these smartphones quite well. They use these devices mostly for their entertainment. This paper then reflects on the need and strategies to develop these technologies in ways that they can be used as effective tools for teaching children with intellectual disabilities, especially in the inclusive education system in developing countries.

Conclusion

The paper reflects on the need to develop technology and tools using flexible and exploratory designs to enhance the learning processes for children with intellectual disabilities from the lower income strata.

IMPLICATIONS FOR REHABILITATION

1. This study highlights the importance of being able to use mobile phones by children with intellectual disabilities belonging to low income families.

2. Following this, the article argues for designing of mobile phones suitable for use by children with intellectual disabilities using playfulness and explorations, and

3. Building e-content keeping the elements of playfulness and exploration which can enhance the learnings of this group of students which is often ignored.

Keywords:

• Mobile devices
• children with intellectual disabilities
• patterns of use
• low income households
• global south
• government schools

Disclosure statement

The authors report no conflict of interest.