Bottom Line
Arizona Developmental Disabilities Planning Council logo
Due to the digital divide experienced by individuals with intellectual and/or developmental disabilities (I/DD), many have lost jobs during COVID-19 as they did not have technology-enabled jobs which would allow them to work from home.
Details
Due to a history of marginalization in the United States, individuals with intellectual and/or developmental disabilities (I/DD) are underemployed as compared to their peers without I/DD. A recent report from the Arizona Developmental Disabilities Planning Council (Council) found that 72% of Arizonans without a disability were employed as compared to 36% with a disability and 26% with a cognitive disability. Moreover, an Arizona-based report called The Graduation Cliff: Improving the Post School Outcomes of Students with Disabilities, found that individuals with I/DD in Arizona are overwhelmingly more likely to be employed in jobs which require in-person completion of job duties (i.e. retail, food service, or other site-based labor) as opposed to technology enabled jobs. Therefore, it is very likely that their job prospects have been reduced due to COVID-19. Funded by the Arizona Developmental Disabilities Council, the project team will utilize an existing technology job skill building program for neurodiverse adults, Daivergent, to implement and evaluate its ability to increase opportunities for technology-based employment for adults with I/DD in Arizona. The Daivergent program provides personalized online training for 21st century technology job skills and also offers social skills and peer support. Adults with I/DD in the program will be provided accessible, universally designed training as well as individualized support through Daivergent. Partners for this project include: The Arc of Arizona, Daivergent, Northern Arizona Community of Practice Transition Team, and Vocational Rehabilitation.
Twitter Content Analysis
Bottom Line
Individuals with intellectual and/or developmental disabilities are not as involved in social media events which are important to promoting their community inclusion.
Details
In this study we looked at the inclusion of individuals with intellectual and/or developmental disabilities in Twitter conversations regarding the 25th Anniversary of the Americans with Disabilities Act.
Technology Training and usage by youth with IDD
Bottom Line
This project documents the digital divide experienced by youth with intellectual disabilities. We analyzed data from a national survey about technology use among youth with intellectual disabilities and without disabilities and youth with intellectual disabilities are not being trained nor are they using technology at the same rates as youth without disabilities.
Details
Technology use is a key form of social inclusion and a means to engage in community participation. Individuals with intellectual and developmental disabilities (IDD) experience a digital divide with less technology access as compared to their peers. This study used data from the National Longitudinal Transition Study of 2012 to study technology use and access to instruction among adolescents with IDD compared to adolescents with other disabilities and adolescents without disabilities. Results indicate that adolescents with IDD use technology less, receive less technology training, and engage in fewer social inclusion opportunities than their peers. Implications for future research, policy and practice are provided, including promoting digital citizenship training during transition planning education and the use of social capital theory.
Fisher, K.W., Williamson, H.J., & Guerra, N. (2020). Technology and social inclusion: Technology, training and usage by youth with IDD in the National Longitudinal Transition Study of 2012. Inclusion, 8(1), 43-57. DOI: 10.1352/2326-6988-8.1.43
This work was highlighted in a NAU News article titled In technology-reliant time, NAU researcher studies why people with disabilities are less likely to use technology.
Digital Citizenship Curriculum
Bottom Line
Individuals with intellectual and/or developmental disabilities experience a digital divide compared to those without disabilities. A digital divide means they have less access to and use of technology.
Details
I am currently working with university and community collaborators to develop a research project in which we will develop and test a artificially enhanced digital citizenship curriculum software package for adults with intellectual and/or developmental disabilities. My partners include Dr. Scott Kupferman at the University of Colorado-Colorado Springs & The National Collaborative for Disability and Technology, Dr. Kim Fisher at Illinois State University, and Dr. Nichole Guerra at The Resource Exchange. We have established a Community Advisory Board to help guide the project which includes individuals with intellectual and developmental disabilities, family members, and providers.