Learning technologies present educational opportunities, but also risks, especially for students with cognitive difficulties. This study analyzes the competencies of Chilean teachers, both in training and active, to mediate risks in the use of the Internet by students with intellectual disabilities and/or autism spectrum disorder. A descriptive quantitative study was conducted using a survey design. A total of 211 teachers from different educational levels (93 active and 118 in training) participated. The questionnaires assessed the perceived digital competence and mediation strategies against risks on the Internet. Teachers show limited training in digital safety, mainly acquired in informal contexts. Although their perceived digital competence is moderate, their ability to mediate risks for students with intellectual disabilities and/or autism spectrum disorder is low. There is a need to improve teacher training in digital competencies, not only in technical skills, but also in risk prevention strategies. This should be addressed in initial and in-service teacher training.

Las tecnologías de aprendizaje presentan oportunidades educativas, pero también riesgos, especialmente para estudiantes con dificultades cognitivas. Este estudio analiza las competencias del profesorado chileno, tanto en formación como en activo, para mediar los riesgos en el uso de internet de estudiantes con discapacidad intelectual y/o trastorno del espectro autista. Se realizó un estudio cuantitativo descriptivo, mediante un diseño de encuestas. Participaron 211 docentes de diferentes etapas educativas (93 en activo y 118 en formación). Los cuestionarios evaluaron la competencia digital percibida y las estrategias de mediación frente a riesgos en internet. El profesorado muestra una formación limitada en seguridad digital, principalmente adquirida en contextos informales. Aunque su competencia digital percibida es moderada, su capacidad para mediar riesgos en estudiantes con discapacidad intelectual y/o trastorno del espectro autista es baja. Es necesario mejorar la formación del profesorado en competencias digitales, no solo en habilidades técnicas, sino también en estrategias de prevención de riesgos. Esto debe abordarse desde la formación inicial y continua de los docentes.

Las tecnologías de aprendizaje presentan oportunidades educativas, pero también riesgos, especialmente para estudiantes con dificultades cognitivas. Este estudio analiza las competencias del profesorado chileno, tanto en formación como en activo, para mediar los riesgos en el uso de internet de estudiantes con discapacidad intelectual y/o trastorno del espectro autista. Se realizó un estudio cuantitativo descriptivo, mediante un diseño de encuestas. Participaron 211 docentes de diferentes etapas educativas (93 en activo y 118 en formación). Los cuestionarios evaluaron la competencia digital percibida y las estrategias de mediación frente a riesgos en internet. El profesorado muestra una formación limitada en seguridad digital, principalmente adquirida en contextos informales. Aunque su competencia digital percibida es moderada, su capacidad para mediar riesgos en estudiantes con discapacidad intelectual y/o trastorno del espectro autista es baja. Es necesario mejorar la formación del profesorado en competencias digitales, no solo en habilidades técnicas, sino también en estrategias de prevención de riesgos. Esto debe abordarse desde la formación inicial y continua de los docentes.

This study analyzes the perceptions of undergraduate students pursuing a Teaching Degree with a specialization in Therapeutic Pedagogy at the University of Alicante, focusing on their training and attitudes toward the inclusion of students with hearing loss. The aim is to identify strengths and areas for improvement in initial teacher education to promote more effective inclusive practices. A quantitative, non-experimental, cross-sectional, and descriptive design was employed. The non-probabilistic sample consisted of 80 fourth-year students enrolled in the course “Sensory and Motor Disabilities: Development, Communication, and Intervention.” The average age was 22 years (SD = 2.94), with 96.25% women. Data were collected using a Likert-type questionnaire validated by Fernández Gómez (2018), composed of 12 items grouped into two dimensions: perception of the training received and sensitivity toward students with hearing loss. Responses ranged from 1 (“Strongly disagree”) to 5 (“Strongly agree”). Descriptive statistics (means and standard deviations) were used for analysis. The results reveal a high level of sensitivity among students toward inclusion (M = 4.49; SD = 0.22), but a more moderate evaluation of their training (M = 3.85; SD = 0.30). In conclusion, although future teachers show positive attitudes and strong commitment to inclusion, there is a clear need to strengthen their specific training to ensure high-quality educational support for students with hearing loss.

Although the digital environment offers numerous opportunities for learning, communication, and leisure for minors, it also presents risks such as cyberbullying, exposure to inappropriate content, privacy issues, or screen dependency. This situation poses a challenge for educational institutions and public policies, which must prevent these risks and promote safe and responsible use of technology. Digital literacy education must go beyond technical proficiency, also integrating critical understanding of digital environments and ethical participation within them. In this context, a comparative analysis of nine digital safety training programmes for minors, developed in various countries and promoted by public, academic, and third-sector entities, is presented. The aim is to identify common patterns, divergences, and gaps that will help guide future actions in critical digital literacy and online risk prevention. The content analysis has been based on predefined themes and categories, examining objectives, target population, content, methodology, implementation, evaluation, accessibility, inclusion, and sustainability. The programmes analysed include established initiatives such as KiVa, eSafety Commissioner, and IS4K, as well as newer proposals such as CODI, Demo Days, Cyberprogram 2.0, Safety.Net, ConRed, and Líderes Digitales. The results reveal a convergence in the preventive approach and focus on cyberbullying, privacy, and safe use of social networks, with teacher training as a key pillar. However, differences in territorial scope, the inclusion of vulnerable students, and the treatment of emerging risks are identified. The need to move towards more inclusive, evaluable, and participatory programmes is concluded, where students also play an active role in building safe, ethical, and inclusive digital environments.

Existe escasa evidencia sobre la atención educativa que el alumnado con altas capacidades intelectuales recibe en las universidades españolas, constituyendo un déficit teórico-práctico para la educación inclusiva de este colectivo. El presente estudio explora las experiencias de estudiantes con altas capacidades intelectuales en la educación superior española, tratando de identificar barreras y necesidades en su adaptación universitaria y en la calidad de la respuesta educativa recibida. Mediante un enfoque cualitativo fenomenológico, se entrevistó a 11 estudiantes para analizar sus percepciones sobre el ingreso, la respuesta educativa y los servicios de apoyo disponibles. Los resultados revelan que los estudiantes no contaron con protocolos específicos en el acceso a la universidad y en su mayoría describen el uso docente de metodologías tradicionales que limitan su potencial. Además, perciben los servicios de apoyo como insuficientes para atender sus necesidades psicopedagógicas. En conclusión, es necesario implementar políticas inclusivas, metodologías diferenciadas y formación docente especializada para optimizar una educación superior más equitativa y de calidad para abordar la superdotación

The widespread avail-ability of internet access is a reality in today’s classrooms. Given the increasing use of the internet by minors, the main online activities they engage in and the mediation strategies employed by teachers to promote responsible and safe use have become relevant topics of research. This descriptive study explores the primary online activities carried out by students and the mediation strategies implemented by teachers to prevent and manage potential online risks, as perceived by the students themselves. To this end, a questionnaire was administered to 159 students from a semi-private school in Alicante, of whom 54.1% were girls and 45.4% boys, enrolled in primary (43.4%) and secondary education (56.6%). The results reveal that boys play video games more frequently than girls. Conversely, girls report that internet-related risks are discussed with them more frequently than with boys. Moreover, secondary school students are more likely to use the internet for social purposes, such as talking to friends, visiting other users’ profiles, and posting content about themselves, although other activities such as watching videos or movies also increase substantially at this educational stage. The teacher mediation strategies that increase significantly at the secondary level include discussing online activities, addressing other online risks, and setting rules within the school context. Previous research indicates that parental mediation strategies regarding internet use tend to decline as students grow older, thereby highlighting the growing importance of digital competence education and risk prevention within the school environment.

Future educators should have the skills to promote the inclusion and participation of all students in the digital era. This study explores and compares the perceptions of preservice teachers in Chile and Spain regarding their digital competence and preparedness to mediate online risks for students with special educational needs. Grounded in the social model of disability, which emphasises the role of environmental barriers in shaping disability, this research underscores the importance of understanding teacher beliefs to foster digital inclusion and equity. A cross-sectional survey was conducted with 263 student teachers (145 from Spain and 118 from Chile). Participants assessed their digital competence and confidence in managing five categories of online risks: content, contact, conduct, contract, and cross-cutting risks. Results revealed medium-high perceived digital competence, but low self-efficacy in managing online risks, particularly for students with special educational needs. Notably, Spanish participants reported greater preparedness in addressing conduct-related risks. A positive correlation was found between perceived digital competence and self-efficacy in managing online risks, underscoring the need for targeted teacher education programmes to bridge this gap. Participants indicated their intention to use frequently mediation strategies, particularly those focused on guidance and support, while passive supervision (e.g., staying close during internet use) was less favoured. Notably, Chilean participants reported their willingness to engage students more frequently in discussions about their online activities compared to their Spanish counterparts. Despite recognising the importance of digital inclusion, nearly all participants lacked formal training in internet safety for students with special educational needs. These findings highlight the urgent need for targeted teacher education programmes that address digital safety and risk mediation for diverse learners, with a particular focus on contextualising training to cultural and educational differences. By addressing this gap, educational systems can better support inclusive digital practices and reduce the disability digital divide.

(1) Background: The increasing use of information and communication technologies (ICT) in educational environments has introduced new challenges related to digital safety and sustainability. Teacher mediation and institutional initiatives are pivotal for preventing and managing Internet-related risks. This study investigates teacher and school mediation strategies for online risk prevention, analysing differences across educational settings and stages in Spain to inform inclusive digital safety practices. (2) Methodology: a quantitative study was conducted using a cross-sectional survey design involving 550 elementary and secondary school teachers from both mainstream and special education schools. (3) Results: Most schools implement intervention plans to mitigate risks associated with students’ Internet use, although the approach to these plans varies according to educational stage and school setting. Teachers employ strategies such as setting classroom rules and supporting students with online challenges, with secondary school teachers and those in mainstream schools tending to adopt more comprehensive or conversation-based prevention strategies. (4) Conclusions: Teachers and schools play a crucial role in ensuring digital safety and sustainability. Future efforts should strengthen digital skills, foster responsible online behaviour, and build inclusive, flexible learning environments according to the differing needs observed across stages and school settings.

There is limited evidence regarding the educational support provided to gifted and talented students in Spanish universities, representing a theoretical and practical gap in inclusive education for this group. This study explores the experiences of gifted students in Spanish higher education, aiming to identify barriers and needs in their university adaptation and the quality of the educational responses they receive. Using a qualitative phenomenological approach, 11 students were interviewed to analyze their perceptions of university admission, educational response, and available support services. The results reveal that students lacked specific protocols for university access and predominantly described the use of traditional teaching methodologies, which constrain their potential. Furthermore, they perceive support services as insufficient to address their psychoeducational needs. In conclusion, it is necessary to implement inclusive policies, differentiated methodologies, and specialized teacher training to foster a more equitable and high- quality higher education system to address giftedness.

Spanish universities still face many barriers to the training of people with disabilities, especially with intellectual disabilities (ID). In general, continuing higher education courses are the main training response for the latter. Knowing the impact that confinement by COVID-19 has had on the students of these courses is a relevant element. The present investigation focused on analyzing the case of the confinement experience of 12 young students with ID who attended the continuing training program called Unidiversidad at the University of Alcala (Spain). In particular, the implications on their emotional well-being, interpersonal relationships, and individual training were analyzed. Information was collected through a semi-structured interview with the students and a questionnaire with their relatives. The results reflect changes in emotional well-being linked to the increased concern of students for the health of their families. Interpersonal relationships were also affected, although participants tried to compensate for the lack of face-to-face interaction with instant messaging applications and video calls. The change in training to the online modality generated concern and uncertainty in students, although it also provided learning opportunities, which have been supported by peer tutoring and support from teachers.

People with disabilities have difficulties in digital inclusion, although it is considered essential for participation in the knowledge-based society. This form of inclusion seeks to ensure equal opportunities in the use of digital technologies and their active participation as citizens in the virtual world. The educational environment is key to this digital inclusion, but teacher attitudes and training influence its effectiveness. The aim of this study was to explore, through a descriptive cross-sectional study, Chilean teachers’ perspectives on the safety, benefits, and risks of the Internet for students with intellectual disabilities or autism spectrum disorder. A questionnaire was administered to 211 pre-service and in-service teachers. The results highlight the perception of the Internet as an unsafe environment for these students, where risks prevail over potential benefits. These findings underline the need to improve both initial and ongoing teacher training in digital skills and risk mediation for these students in order to ensure the digital participation of all students.

Teachers need digital skills to optimise the educational benefits of the Internet and mediate its risks. This study investigates digital and mediation competencies among teachers, focusing on their preparation for guiding students in the safe use of the Internet. Using a descriptive, cross-sectional survey design, data were collected from 550 Spanish teachers across various educational settings and levels. The findings reveal that while nearly half of the teachers received some online safety training, the average training duration was relatively low. Notably, differences emerged based on school type and educational stage, with secondary school and special education teachers receiving more training. Teachers generally reported moderate to high digital competence, though those with greater teaching experience perceived themselves as less digitally competent. Additionally, teachers felt only moderately prepared to mediate risks. Special education teachers expressed a higher perceived competence in addressing certain risks than their counterparts in regular education. These findings underscore the need for enhanced, context-specific training in digital safety and mediation skills across educational contexts, addressing both technical aspects and broader digital safety competencies. The study concludes by recommending ongoing, accessible training, particularly for experienced teachers, to align with evolving digital challenges in education.

IntroductionBrazil is a signatory of important documents that advocate the promotion and access to equitable, inclusive, and quality education. However, the construction of inclusive policies, practices, and cultures has been little discussed in the country, making the process of educational inclusion of children with specific educational needs difficult.MethodIn this study, we used the Index for Inclusion to investigate children's perceptions considering the three things they like most about their school and the three things they dislike. Data was analyzed qualitatively through content analysis, using prefixed categories created according to the children's answers to the Index (strengths and weaknesses), categorized considering the dimensions and subdimensions assessed by the Index.ResultsThe results revealed that children perceive the infrastructural and urban barriers present in their context, which are considered weaknesses for developing inclusive policies, practices, and cultures in their school contexts. On the other hand, they do not show attitudinal barriers, that is, they do not judge others for their differences.DiscussionWorking on differences, from the first school stage, to build a positive relationship between children and the development of practices and an inclusive school can benefit the construction of a school community free of segregating values present in our culture, contributing to the development of inclusive policies, practices, and cultures in school environments.

Accessible summary Students with intellectual disabilities in mainstream and special schools can benefit from information and communication technologies, including the Internet. We asked teachers about the benefits, risks and safety of online activities for students with intellectual disabilities. Teachers perceive that online activities are not safe enough for this group. Teachers in special and mainstream schools hold different perceptions. Teacher training is necessary to promote digital inclusion.

The COVID-19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two-step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID-19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID-19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic;amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID-19 was exacerbated by sociopolitical, structural, individual and support-related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well-being and autonomy, COVID-19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.

The aim of this study was to examine support workers' perceptions of the benefits and risks of Internet access by adult service users with intellectual disability and their online activities and behaviours. It also aimed to explore support workers' training needs and mediation strategies implemented to prevent and address online risks. A cross-sectional survey design was conducted including 135 Spanish support workers participating in the study. Findings show that support workers perceive the Internet as an unsafe environment, emphasising online risks over benefits for people with intellectual disability. Support workers reported undesirable online behaviours (e.g. cyberbullying) experienced and engaged in by service users. Although support workers declared the use of active mediation strategies to prevent online risks, they lacked training on Internet safety. Training programs should be designed and implemented by service providers to provide their support workers with strategies to promote the safe use of the Internet.

"Unlike other training models, supported employment promotes training and adjustment to the job in the workplace itself. Supported employment is considered one of the most appropriate strategies to promote labour inclusion in ordinary companies, especially in the case of people with intellectual disabilities. Likewise, it favours the supply of supports of varying degrees of intensity in a longitudinal manner, as well as the establishment of natural supports among other co-workers. The objective of this study was to examine the scientific production on supported employment of people with disabilities through a bibliometric analysis. The sample of 717 documents on this subject was obtained from the core collection of the Web of Science (WoS). Data analysis was performed using the bibliometric tools available at the WoS website. The results indicate a great interest on this subject in the last decades, being reflected in a great scientific production. However, this seems to have partially slowed down since the economic crisis of 2008. This being a preliminary study, it is advisable to continue with the bibliometric analysis of the data in order to achieve a better perspective of what has been published so far."

El cierre de centros educativos e instituciones de educacion superior por la situacion de pandemia provocada por la covid-19 a nivel mundial supuso un cambio sin precedentes en la manera de ensenar, pasando de una ensenanza eminentemente presencial a una online en la que se adoptaron diferentes modalidades docentes en linea. El objetivo de este estudio fue analizar y comparar, desde la perspectiva del alumnado, la respuesta educativa durante una modalidad de docencia online y una modalidad dual implementada. Se llevo a cabo una investigacion basada en un diseno de encuestas, en la que participo una muestra de conveniencia de 437 (2019-2020) y 286 estudiantes (2020-2021). A los participantes se les administro un cuestionario online. Los resultados muestran una valoracion mas positiva por parte del alumnado de las practicas educativas llevadas a cabo en la modalidad dual frente a la ensenanza online en las dos dimensiones evaluadas (frecuencia de uso y utilidad percibida). Del estudio se desprende que el proceso de ensenanza-aprendizaje durante el confinamiento domiciliario de 2020 fue, segun los estudiantes, de menor calidad. Mas que una docencia online propiamente dicha se trato de una “ensenanza remota de emergencia”. La mayor organizacion y adaptacion de las instituciones y del profesorado el curso posterior mediante docencia dual parece haber mejorado las experiencias de aprendizaje en linea de los estudiantes.