Category: Civic Participation

The Digital Divide for People with Learning Disabilities

11/08/2023 

Background

The digital age has revolutionized nearly every aspect of our lives, offering unprecedented opportunities for communication, learning, and access to information. However, in the midst of these rapid technological advancements, a significant disparity in digital access and usage persists, particularly for vulnerable and marginalized communities. One such group facing substantial challenges in accessing and utilizing digital technologies is individuals with learning disabilities (LD). This essay explores the digital divide for people with LD, tracing its historical context from the 1970s to the early 2000s and beyond, discussing the challenges in defining and measuring the divide, examining the negative impacts on people with LD, highlighting the positive effects of technology access, and presenting future recommendations to foster digital inclusion and create a more equitable society.

Historical Context of the Digital Divide for People with Learning Disabilities

The period from the 1970s to the early 2000s marked a critical time for the emergence of digital technologies. Unfortunately, individuals with LD were often marginalized during this technological revolution. After leaving school or college, people with LD were usually transferred to the care of social services who allocated limited resources for building a digital infrastructure for this community. Consequently, access to assistive technologies remained scarce (Clay et al., 1988).

During this time, two primary trends shaped special needs technology for people with LD. First, "drill and practice" programs were developed to teach basic skills, such as memory improvement. Second, microcomputers were introduced into institutions such as schools as part of an initiative to teach life skills (Seale, 2019). Despite these efforts, the broader digital infrastructure lacked adequate support and investment for people with LD, and little focus was given to more complex and meaningful technology use.



Despite the limitations of technology in the 1970s-2000s, an optimistic outlook still prevailed. Technology was seen as a liberating force that could break down barriers to learning. The potential for technology to offer independent access to communication and knowledge was heralded as a groundbreaking opportunity (Day, 1995).

2000s onwards

During the 2000s and 2010s a host of studies have demonstrated that, despite the optimism of the 1970s, a digital divide was very much present among people with disabilities. One research study conducted in the US revealed that there was a clear disparity in computer ownership (53% vs. 79%), internet usage (48% vs. 76%), and broadband use (46% vs. 73%) between disabled people and non-disabled people respectively (National Telecommunications & Information Administration and Economic & Statistical Administration, 2013). More disparity was highlighted in a 2007 British Study which found that only 36% of disabled people were accessing the internet compared to 77% of non-disabled people (Dutton and Helsper, 2007).

More recent UK research found that disabled people were three times as likely to have never accessed the internet compared to their non-disabled peers, with nearly 3.89 million people with LD having never accessed the internet (Office for National Statistics, 2012). Finally, a smaller Chinese Study that investigated 122 disabled individuals showed that only a minority of people living with a LD had internet access (Guo et al., 2005).

This research shows that throughout the 2000s and 2010s, a digital divide between people with LD and their non-disabled peers persisted globally.

Present Day: COVID-19 as an Exacerbating Factor

Fast forward to the present day, we can see that the issue of the digital divide for people with LD still persists. The recent COVID-19 pandemic further compounded the digital divide and highlighted the importance of online access. During the lockdowns, many services shifted to digital platforms, increasing the demand for and reliance on technological skills. One study found that during the pandemic, 31% of people with a LD struggled to access groceries, medication, and other essentials due to a lack of access to technology, compared to only 12% of non-disabled people (Botterill, 2021), again highlighting the clear digital divide between people with LD and their non-disabled peers, and how this may negatively impact their lives.

As normalcy returned, the digital divide unfortunately remains with recent research indicating that 32% of people with a LD lack basic digital skills, compared to only around 8% of people without a LD (ONS, 2019; Good Things Foundation, 2021). Further studies show that over half of all adults classified as “non-internet users” have some form of disability (Good Things Foundation, 2021). This demonstrates that there is still a clear need to continue researching and defining the digital divide, in order to create practical steps to reduce discrimination in technology.

Negative Impacts of the Digital Divide

This existing digital divide poses several significant challenges for individuals with LD.

The first way that the digital divide negatively impacts people with LD is by limiting their access to information. Digital exclusion deprives people with LD of the opportunity to access essential information and services available online. Research shows that 70% of UK websites are not compliant with accessibility standards (Scepter, 2020), and only 2% of the most popular websites in the UK meet the legal minimum requirements for accessibility (Lloyds Bank, 2020). As more information becomes digitized, those without access are further marginalized, and the minority of people with LD who do have the skills and equipment needed to access digital information are "designed out" of services (100% Digital 2020).

Another way that the digital divide negatively impacts people with LD is by reducing opportunities for social interaction. In an increasingly digital age, the internet is a vital resource for building friendships and peer networks. The lack of access to digital communication hampers social interaction and the formation of meaningful relationships in people with LD, leading to increased social isolation (Lussier-Descrober, 2018).

A third way in which the digital divide negatively impacts people with LD is by limiting education and employment opportunities. Educational resources and learning materials are increasingly moving online, therefore if people with LD lack digital access or the skills needed to meaningfully engage with digital technology then they risk being disadvantaged when it comes to accessing quality education and opportunities for skills development (Seale, 2019). Similarly, in an increasingly digital job market, limited digital access and skills may hinder the employment prospects of people with LD, contributing to higher unemployment levels within the LD community (Seale, 2019).

The final way that the digital divide negatively impacts people with LD is that it has negative knock-on effects on health and well-being. Exclusion from digital health services and telemedicine can lead to inadequate access to healthcare and therapy resources, contributing to adverse health outcomes. By failing to address this digital divide, we are widening health inequalities (Lewisham Council, 2021).

Positive Effects of Access to Digital Technology for People with Learning Disabilities

Despite the digital divide widening inequalities, access to technology has shown to have some promising benefits for people with LD.

Firstly, digital technologies themselves can improve further digital access for people with LD. Digital tools such as text-to-speech software, screen readers and voice recognition empower people with LD to overcome barriers and to engage in a variety of online activities independently and meaningfully (Collins, 2022). Furthermore, these digital assistive technologies can enable people with LD to engage more effectively with online education and adaptive learning experiences, promoting further educational attainment and skill development.

Access to digital technology can also reduce social isolation and promote social communication in people with LD. IT is increasingly offering functionalities that help communication for people with LD such as voice recognition, changing contrast and colour schemes. These technologies enable people with LD to receive information in formats that they can perceive and prefer, which breaks down traditional barriers of communication (Raja, 2016). Breaking down these communication barriers also has a knock-on positive effect of increasing social interaction (Raja, 2016).

Finally, and perhaps most importantly, access to digital technology can empower individuals with LD. Having access to information and services gives people with LD the independence and knowledge to take charge of their own lives, make informed decisions and to be active participants in society (Wu et al., 2014).

When considered, this research further emphasises the importance of breaking down the barriers people with LD face when engaging with technology.

Challenges in Defining and Measuring the Digital Divide for People with Learning Disabilities

Whilst a wealth of research demonstrates both the negatives of the digital divide and the potential positives of digital access for people with LD, this research must be examined with a critical eye.

Defining and measuring the digital divide for individuals with LD is a complex task, riddled with challenges and intricacies. One significant challenge is the excessive research focus on internet and mobile phone access. Most research defines access to technology as meaningful access to the internet and to mobile phones, but neglects to consider the broader spectrum of assistive technologies such as text to speech, which cater to the unique needs of people with a LD (Chadwick et al., 2013a). By neglecting to consider the role of wider technologies, it is difficult to truly evaluate the emancipatory potential of digital technologies for people with LD.

Additionally, distinguishing between physical disabilities and LD is a significant challenge when it comes to defining and measuring the digital divide for people with LD. Many of the large-scale studies on digital access and LD have focused on disability generally. They have grouped all types of disability together and have failed to discriminate between intellectual or learning disabilities and physical disabilities (Chadwick, 2013a). By not drawing this distinction, it is difficult to accurately establish how specific types of impairments may influence access to and use of digital technology (Chadwick., 2013a).

A further prevailing challenge is the tendency for existing research to focus on accessibility, which overshadows the more critical issue of how technology is meaningfully used by people with LD once they have access to it (Chadwick, 2013b). Two distinct questions need answering, the first being “Are opportunities for internet access available to individuals with learning disabilities?” And the second being “Do they actually take advantage of this opportunities in a meaningful way?” By failing to address this marked difference, existing research doesn’t effectively establish how the digital divide impacts meaningful technology use in people with LD (Chadwick, 2013b).

Existing Challenges in Digital Inclusion for People with Learning Disabilities

While progress has been made in addressing the digital divide, several challenges persist in achieving digital inclusion for individuals with LD. Firstly, many digital services and websites lack comprehensive accessibility features, hindering engagement for people with LD (100% Digital, 2020). Additionally, access to assistive technologies can be cost-prohibitive, excluding those from lower-income backgrounds (Raja, 2016). Moreover, limited diversity of content presents a barrier, as the lack of age-appropriate and diverse content hampers their engagement with digital platforms (Seale, 2019). Furthermore, misconceptions about the capabilities and interests of people with LD in technology contribute to the lack of prioritization of digital inclusion efforts (Lewisham Council, 2021). Lastly, inadequate support and training for caregivers and support workers hinder effective utilization of digital technologies by individuals with LD (Lewisham Council, 2021). Addressing these challenges is crucial to bridging the digital divide and fostering digital inclusion for this community.

Future Recommendations for Digital Inclusion

To bridge the digital divide for individuals with LD and foster digital inclusion, a multifaceted and collaborative approach is required:

• Building Accessible Digital Services: Efforts should be made to ensure that digital services are designed with accessibility features, such as screen readers, braille, and keyboard shortcuts, to cater to the diverse needs of individuals with LD.
• Inclusive Content Creation: Content should be developed using short, simple sentences, plain language, and without complex jargon to enhance comprehension.
• Empowering and Supporting Users: Capacity-building programs should be designed to help individuals with LD and their supporters, including family members, confidently navigate and use technology.
• Government Involvement: Governments should play an active role in supporting digital inclusion by developing financial assistance schemes for assistive technologies and promoting accessibility standards.
• Prioritizing Individual Interests: Motivation to learn should be fostered by highlighting the personal benefits of being online and tailoring digital skills training to the unique interests of each individual.
• Comprehensive Data Collection: Detailed information about the technologies currently available to individuals with LD and their preferences should be collected to understand the digital divide in its entirety.
• Holistic Approaches: Efforts should be made to revise policies and practices in education, health, and social care, ensuring they do not hinder access to technology and effective in-home support.
• Public-Private Partnerships: Collaboration between governments, private sector entities, non-profit organizations, and academic institutions can leverage expertise and resources to address digital inclusion challenges effectively (see our previous research brief).

Conclusion

The digital divide for people with LD is a multifaceted challenge. By understanding the historical context, complexities in measurement, and negative impacts of digital exclusion, we can lay the foundation for meaningful change. By embracing the positive effects of technology access, acknowledging existing challenges, and implementing future recommendations, we can build a more inclusive digital society, where individuals with LD can participate actively, learn, work, and engage in social interactions with dignity and empowerment. Only through collaborative efforts and a commitment to equality can we ensure that the digital revolution benefits all members of society, regardless of their abilities or disabilities.

References

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