Evaluation of Online Training by Young People with Intellectual Disabilities: Experience during Covid-19 in a University Context
Abstract This work shows a job-training module was adapted to online learning for young people with intellectual disabilities participating in a university job skills programme, this adaptation emanating from the health crisis produced by COVID-19. The article aims to find out how this group of young people evaluate the experience of online training and to compare the perceived satisfaction in face-to-face and online training. Methodology: The research follows a cross-sectional descriptive study, through two ad-hoc questionnaires completed by 16 students. Results: The results show that distance learning has more advantages than disadvantages; the students self-report that they have strengthened elements related to active job search, self-management skills and autonomous management of digital programmes. Furthermore, there are no significant differences in terms of satisfaction between the virtual and face-to-face modes, both in terms of satisfaction with the activities and the relationship with the teachers. Conclusion: The participants are open to online training and positively value direct support. It is seen that the Internet provides the group with opportunities for autonomous development; blended learning allows them to generate other uses for the Internet, enabling them to enrich their digital and work skills.
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JIMÉNEZ HERNÁNDEZ, D., GONZÁLEZ ORTIZ, J. J. y TORNEL ABELLÁN, M. (2019). Formación del profesorado universitario en metodologías y su inciden-cia en el aula. Estudios Pedagógicos, 44(3), 157-172. https://doi.org/10.4067/S0718-07052018000300157
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LINDSAY, S., ADAMS, T., SANFORD, R., MCDOUGALL, C., KINGSNORTH, S. y MENNA-DACK, D. (2014). Employers’ and employment counselors’ percep-tions of desirable skills for entry-level positions for adolescents: how does it differ for youth with disabilities? Disability and Society, 29(6), 953-967. https://doi.org/10.1080/09687599.2013.874330
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LUCAS-MOLINA, B., ÁVILA, V., PÉREZ DE ALBÉNIZ, A. y FONSECA-PEDRERO, E. (2020). Educación emocional en jóvenes con discapacidad intelectual: evaluación de una intervención en contexto universitario. Revista Española de Discapacidad, 8(2), 151-162. https://doi.org/10.5569/2340-5104.08.02.07
LUCKASSON, R. y SCHALOCK, R. L. (2020). A balanced approach to decision-making in supporting people with IDD in extraordinarily challenging times. Research in Developmental Disabilities, 105. https://doi.org/10.1016/j.ridd.2020.103719
LUSSIER-DESROCHERS, D., NORMAND, C. L., ROMERO-TORRES, A., LACHAPELLE, Y., GODIN-
TREMBLAY, V., DUPONT, M.-È., ... BILODEAU, P. (2017). Bridging the digital divide for people with intellectual disability. Cyberpsychology: Jour-nal of Psychosocial Research on Cyberspace, 11(1). https://doi.org/10.5817/CP2017-1-1
MORA-VICARIOLI, F. y SALAZAR-BLANCO, K. (2019). Aplicabilidad de las pedagogías emergentes en el e-learning. Revista Ensayos Pedagógicos, 14(1), 125-159. https://doi.org/10.15359/rep.14-1.6
PRENSKY, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
SEALE, J. (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking? European Journal of Special Needs Education, 29(2), 220-236. https://doi.org/10.1080/08856257.2014.906980
SEALE, J. y CHADWICK, D. (2017). How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1). https://doi.org/10.5817/CP2017-1-2
SOBRINO, Á., NAVAL-DURÁN, C. y REPARAZ-ABAITUA, C. (2004). Cuestionario de satisfacción con la formación online. En M. A. FORTEA y L. LAPEÑA (Eds.), Hacia una docencia de calidad: políticas y experiencias. Publicaciones de la Universitat Jaume I.
TORO, J., CERVERA, M. y URÍO, C. (2000). EMLE: Escalas Magallanes de Lectura y Escritura TALE-2000: Manual de referencia. ALBOR COHS.
WEHMEYER, M. L., NOTA, L., SORESI, S., SHOGREN, K. A., MORNINGSTAR, M. E., FERRARI, L. y SGARAMELLA, T. M. (2019). A crisis in career development: life designing and implications for transition. Career Development and Transition for Exceptional Individuals, 42(3), 179-187. https://doi.org/10.1177/2165143417750092.
YUSTE, C. y YUSTE, D. (2011). BADYG-E2: Batería de Aptitudes Diferenciales y Generales. Nivel E2. Manual técnico. CEPE: Ciencias de la Educación Preescolar y Especial.
ZAMBRANO, R. J. (2016). Factores predictores de la satisfacción de estudiantes de cursos virtuales. RIED. Revista Iberoamericana de Educación a Distancia, 19(2), 217-235. https://doi.org/10.5944/ried.19.2.15112
CHADWICK, D. D. y FULLWOOD, C. (2018). An online life like any other: identity, self-determination, and social networking among adults with intellectual disabilities. Cyberpsychology, Behavior and Social Networking, 21(1), 56-64. https://doi.org/10.1089/cyber.2016.0689
CHADWICK, D., WESSON, C. y FULLWOOD, C. (2013). Internet access by people with intellectual disabilities: inequalities and opportunities. Future Internet, 376-397. https://doi.org/10.3390/fi5030376
CHINER, E., GÓMEZ-PUERTA, M. y CARDONA-MOLTÓ, M. C. (2017). Internet use, risks and online behaviour: the view of internet users with intelle-ctual disabilities and their caregivers. British Journal if Learning Disabilities, 45, 190-197. https://doi.org/10.1111/bld.12192
DELGADO, P., ÁVILA, V., FAJARDO, I. y SALMERÓN, L. (2019). Training young adults with intellectual disability to read critically on the internet. Jour-nal of Applied Research in Intellectual Disabilities JARID, 32(3), 666-677. https://doi.org/10.1111/jar.12562
DORREGO, E. (2016). Educación a distancia y evaluación del aprendizaje. RED. Revista de Educación a Distancia, 50, 1-20. https://dx.doi.org/10.6018/red/50/12
DUNN, L. M., DUNN, L. M. y ARRIBAS, D. (2010). PPVT-III peabody: Test de vocabulario en imágenes (2.a ed.). TEA.
EOM, S. B. y ASHILL, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: an update. Decision Sciences Journal of Innovative Education, 14, 185-215. https://doi.org/10.1111/dsji.12097
FUNDACIÓN ADECCO. (2020). Jóvenes con discapacidad: motor de futuro. Fundación Adecco.
HEITPLATZ, V. N. (2020). Fostering digital participation for people with intellectual disabilities and their caregivers: towards a guideline for designing education programs. Social Inclusion, 8, 201-212. https://doi.org/10.17645/si.v8i2.2578
HERNÁNDEZ SÁNCHEZ, B., VARGAS MORUA, G., GONZÁLEZ CEDEÑO, G. y SÁNCHEZ GARCÍA, J. C. (2020). Discapacidad intelectual y el uso de las tecnologías de la información y comunicación: revisión sistemática. Revista INFAD de Psicología. International Journal of Developmental and Educa-tional Psychology, 2(1), 177-188. https://doi.org/10.17060/ijodaep.2020.n1.v2.1830
IBM CORP RELEASED. (2016). IBM SPSS Statistics for Windows. Versión 24.0. IBM Corp.
JENARO, C., FLORES, N., CRUZ, M., PÉREZ, M., VEGA, V. y TORRES, V. A. (2018). Internet and cell phone usage patterns among young adults with inte-llectual disabilities. Journal of Applied Research Intellectual Disability, 31(2), 259-272. https://doi.org/10.1111/jar.12388
JIMÉNEZ HERNÁNDEZ, D., GONZÁLEZ ORTIZ, J. J. y TORNEL ABELLÁN, M. (2019). Formación del profesorado universitario en metodologías y su inciden-cia en el aula. Estudios Pedagógicos, 44(3), 157-172. https://doi.org/10.4067/S0718-07052018000300157
KAUFFMAN, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Techno-logy, 23. https://doi.org/10.3402/rlt.v23.26507
LINDSAY, S., ADAMS, T., SANFORD, R., MCDOUGALL, C., KINGSNORTH, S. y MENNA-DACK, D. (2014). Employers’ and employment counselors’ percep-tions of desirable skills for entry-level positions for adolescents: how does it differ for youth with disabilities? Disability and Society, 29(6), 953-967. https://doi.org/10.1080/09687599.2013.874330
LOMBARDI, A. R., DOUGHERTY, S. M. y MONAHAN, J. (2018). Students with intellectual disabilities and career and technical education opportuni-ties: a systematic literature review. Journal of Disability Policy Studies, 29(2), 82-96. https://doi.org/10.1177/1044207318764863
LUCAS-MOLINA, B., ÁVILA, V., PÉREZ DE ALBÉNIZ, A. y FONSECA-PEDRERO, E. (2020). Educación emocional en jóvenes con discapacidad intelectual: evaluación de una intervención en contexto universitario. Revista Española de Discapacidad, 8(2), 151-162. https://doi.org/10.5569/2340-5104.08.02.07
LUCKASSON, R. y SCHALOCK, R. L. (2020). A balanced approach to decision-making in supporting people with IDD in extraordinarily challenging times. Research in Developmental Disabilities, 105. https://doi.org/10.1016/j.ridd.2020.103719
LUSSIER-DESROCHERS, D., NORMAND, C. L., ROMERO-TORRES, A., LACHAPELLE, Y., GODIN-
TREMBLAY, V., DUPONT, M.-È., ... BILODEAU, P. (2017). Bridging the digital divide for people with intellectual disability. Cyberpsychology: Jour-nal of Psychosocial Research on Cyberspace, 11(1). https://doi.org/10.5817/CP2017-1-1
MORA-VICARIOLI, F. y SALAZAR-BLANCO, K. (2019). Aplicabilidad de las pedagogías emergentes en el e-learning. Revista Ensayos Pedagógicos, 14(1), 125-159. https://doi.org/10.15359/rep.14-1.6
PRENSKY, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
SEALE, J. (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking? European Journal of Special Needs Education, 29(2), 220-236. https://doi.org/10.1080/08856257.2014.906980
SEALE, J. y CHADWICK, D. (2017). How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1). https://doi.org/10.5817/CP2017-1-2
SOBRINO, Á., NAVAL-DURÁN, C. y REPARAZ-ABAITUA, C. (2004). Cuestionario de satisfacción con la formación online. En M. A. FORTEA y L. LAPEÑA (Eds.), Hacia una docencia de calidad: políticas y experiencias. Publicaciones de la Universitat Jaume I.
TORO, J., CERVERA, M. y URÍO, C. (2000). EMLE: Escalas Magallanes de Lectura y Escritura TALE-2000: Manual de referencia. ALBOR COHS.
WEHMEYER, M. L., NOTA, L., SORESI, S., SHOGREN, K. A., MORNINGSTAR, M. E., FERRARI, L. y SGARAMELLA, T. M. (2019). A crisis in career development: life designing and implications for transition. Career Development and Transition for Exceptional Individuals, 42(3), 179-187. https://doi.org/10.1177/2165143417750092.
YUSTE, C. y YUSTE, D. (2011). BADYG-E2: Batería de Aptitudes Diferenciales y Generales. Nivel E2. Manual técnico. CEPE: Ciencias de la Educación Preescolar y Especial.
ZAMBRANO, R. J. (2016). Factores predictores de la satisfacción de estudiantes de cursos virtuales. RIED. Revista Iberoamericana de Educación a Distancia, 19(2), 217-235. https://doi.org/10.5944/ried.19.2.15112
Coñoman Garay, G. I., & Ávila Clemente, V. (2022). Evaluation of Online Training by Young People with Intellectual Disabilities: Experience during Covid-19 in a University Context. Siglo Cero, 53(2), 61–82. https://doi.org/10.14201/scero20225326182
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