Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Background Although there is research-based evidence on the educational potential of information and communication technologies as teaching learning resources for schools, studies focused real benefits risks associated with online activities students intellectual disabilities are still scarce. The purpose this study was to describe compare teachers' perspectives topic in relation a school setting (mainstream special schools), specialty (general educators) level (primary secondary education). Methods A cross-sectional survey design conducted which sample 208 general education teachers from mainstream schools participated. Participants had respond questionnaire that included questions related opportunities Internet safety. Findings Teachers perceive unsafe it entails more than these students. Such perceptions may determine intervention, especially when has shown be crucial during coronavirus disease 2019 pandemic. Differences were found regarding setting, level. data reflect lack consensus benefit digital inclusion disabilities, based perception environment not safe population. Conclusion There need train how achieve maximum students, well learn implement strategies prevent manage risks.