Abstract:

In college context, technology takes more and more space in the personal context of students. This novel reality brings about the need for new knowledge, skills, and attitudes for lifelong learning regarding digital literacy. Whilst these abilities to deal with digital technologies (DT) are likely to empower some citizens, acquiring them can also be a challenge to other individuals within the higher education (HE) system. This has proven to be true, especially for students with intellectual and developmental disabilities (IDD). Thus, the difficulties in becoming digitally more competent and in coping with this new technological paradigm may end up being an obstacle which prevents many of these individuals from thriving in their academic paths. Overcoming this obstacle was one of the key strategies of the Individual Program of Multidisciplinary Studies (PIEM), which aims at integrating students with IDD in the courses offered by a Portuguese university. This article aims to describe the experience of the students enrolled in the program and how the development of their digital literacy as a component of PIEM, enables increased participation. This work also aims at analyzing how the students have overcome some of the main challenges along their path and managed to use DT as a means of inclusion. The program is innovative in Portugal, being the first to offer a full inclusive environment, where students participate in classes with peers who do not have disabilities. With the support of mentors, as well as of the coordinator/tutor in the adaptation and coordination of learning opportunities in this field, it was possible to notice that DT have become an ally in the inclusion and participation of students in the context of the university piloting PIEM. This research is based on a case study, following the interpretative paradigm and the qualitative methodology. Content analysis was used, based on categories that were selected from the European Framework for Digital Competence for Citizens (Digicomp). The contribution of the study is related to the support of mentors and of the coordinator/tutor in the mediation and organization of contents for students, as well as in their inclusion in the university environment, favoring the feeling of belonging and participation, through the development of digital literacy and the assessment of the ways they engage with DT in order to foster inclusion. Another contribution of this study is the assessment of students' speech through the indicators provided by the Digicomp framework, where it is possible to verify that the parameters of the PIEM are in line with the guide’s expectations and descriptors regarding the key components of digital competence. Through the acquisition of digital skills and technological knowledge resulting from this work, it was possible to observe an increase in students' participation in the academic community due to factors linked to enhanced collaboration, expanded opportunities for interdisciplinary engagement, and a heightened sense of empowerment in navigating the evolving landscape of inclusion in HE and the development of students’ full potential. The program's success in fostering DT and engagement among IDD students is a promising model for similar initiatives in the future. Continued research and development in this field are necessary to ensure that all students, regardless of their abilities, can fully participate and thrive in the digital era.

Keywords:

Digital literacy, inclusion in higher education, Intellectual and Developmental Disabilities.