Teachers’ perceptions of virtual worlds as a medium for social inclusion for adults with intellectual disability

Abstract

Purpose: The aim of this research was to explore educators’ perceptions of a virtual world Second Life TM as an environment for social interaction and social inclusion for the Norwegian adult students with intellectual disability that they supported. Method: Five educators who supported a total of 10 adult students with intellectual disability in computer classes in community Adult Education Centres participated in individual in-depth interviews. The interviews were transcribed verbatim and analysed using a content analysis. Results: Participants were positive about Second Life although they did not perceive that it offered a successful context for social interaction or inclusion. They identified a number of benefits to using a virtual world and for students participating in virtual world research. Barriers identified included language, literacy, and technology issues along with the complexity of participating independently in a virtual world. Conclusions: Some people with intellectual disability can use virtual worlds but the skills required need additional research. Virtual worlds may provide a stimulating, safe, and exciting context for a range of activities but the level of support required by many people is high and consequently expensive.

Implications for Rehabilitation

• Educators can use virtual worlds such as Second LifeTM with people with intellectual disability as an enjoyable medium to experience new activities and gain feelings of independence.

• People with intellectual disability can use Second Life with support and those with good literacy and computer skills can be trained to use it independently.

• Technology support is needed as virtual worlds are not easy to use for those who have problems with literacy or with speaking or reading English and if the virtual world platform is not stable, the ensuing problems with sound and/or images can be frustrating.

• Further research is required to explore how virtual worlds could be used to expand teaching programs and allow individuals to build on independent and new experiences in the virtual world safely.

• Educators
• intellectual disability
• second life
• social inclusion
• virtual world

Acknowledgements

First, we would like to thank the five educators for participating in research and sharing their views with us. We would also like to thank the students who committed to the study and made the research possible.

Declaration of interest

This work was part of a Strategic College Project funded by the Norwegian Research Council. The authors report no conflicts of interest.

Notes

¹As they were students at the adult education centre these participants will be referred to as students.