Exploring the Experience and Educational Needs of Secondary School Students with Intellectual Disabilities in Using Digital Media

This study explored the experiences of using digital media and the related educational needs of secondary school students with mild intellectual disabilities enrolled in special education classes. For this purpose, 11 students with intellectual disabilities were selected based on specific criteria and divided into four groups for focus group interviews. The collected interview data were analyzed using a repeated comparative analysis method, which resulted in the identification of three main themes, 9 sub-themes, and 29 detailed elements. The key findings are as follows: First, students with intellectual disabilities in special education classes shared and experienced digital media culture similarly to their peers. Second, while they experienced a sense of presence and engaged in positive interactions through digital media, they also faced various challenges and limitations due to their intellectual disabilities. Third, the students expressed diverse needs and demands for customized digital literacy education that align with the future digital society of their daily lives. Based on these findings, the researchers provided implications for developing tailored digital media literacy education that considers the abilities and characteristics of students with intellectual disabilities.