Technologies in the Daily Functioning of Adults With Intellectual Disabilities: A Parental Perspective

Abstract

This study examines parents' perspectives on the role of technology in the daily functioning of their adult children with intellectual disabilities (ID). Responses from 91 parents were analysed to explore technology access, usage patterns, and perceived opportunities and risks. Approximately half of the parents reported noticeable changes in their children's functioning due to technology use, with perceived impacts being both positive (e.g., enhanced autonomy, skill development, and social engagement) and negative (e.g., addiction, safety risks, and exploitation). Significant differences in technology-related activities emerged based on gender and degree of disability. Daughters and individuals with moderate disabilities were more frequently reported to use technology for educational purposes, while those with severe disabilities primarily used it for leisure activities like listening to music and taking photos. Parents observing changes were more likely to impose restrictions, often citing safety concerns. The findings highlight the dual role of technology as a facilitator of development and a potential risk factor. The study emphasises the need for targeted interventions to support safe and effective technology use by adults with ID, alongside caregiver training to enhance digital mediation. These insights contribute to understanding the complex dynamics of digital inclusion for individuals with intellectual disabilities.