Digital Footprints: Exploring Digital Inclusion in Adults With Developmental Disabilities (Empreintes numériques : exploration de l’inclusion numérique chez les adultes ayant une déficience développementale)

Abstract

The aim of the study was to identify potential barriers for adults with developmental disabilities in transitioning from in-person art therapy to online and digital art therapy. A qualitative study was implemented using a phenomenological approach to answer the research question: How do adults with developmental disabilities (DD) currently use digital media and the digital world? This question was posed to create a baseline for this population’s already established uses of and difficulties with digital spaces and digital technology. Eleven participants engaged, observed, and were interviewed while partaking in free programing (Sept. 2019 to April 2020) at a university. This programming matched adults with DD with undergraduate students that focused on learning and creating digital art. Unfortunately, the programing was halted a month early due to the COVID-19 Pandemic. The data collected was analyzed through thematic analysis that uncovered six emergent themes: effects of digital literacy deficits, online social interactions, positive and novel experiences, knowledge equals autonomy, digital visitor, and caregiver’s role. A fortuitous result was observed in that participants appeared to increase their self-confidence and social interactions with others throughout their time in the program and increased their time engaging with digital art. The results demonstrate how the lack of digital inclusion contributes to unnecessary barriers for adults with DD in accessing online art therapy and digital art therapy without support.