The pandemic accelerated a forced migration to the digital sphere, revealing both opportunities and gaps for young people with intellectual disabilities.
This case study, conducted in a centre in the Madrid region through questionnaires and interviews with families, professionals, and users, examines how networks and platforms (WhatsApp, Zoom, YouTube, Instagram) sustained communication, educational continuity, and a sense of belonging, while simultaneously exposing inequalities in access, skills, and support.
Findings indicate a high frequency of use, particularly of WhatsApp and Zoom, valued for their simplicity and reliance on audio and video, and driven by the need to maintain contact with friends, family, and teachers. Clear benefits emerged: social integration, informed entertainment, and greater motivation to participate.
Yet recurrent barriers were also evident: limitations in reading and writing, poorly adapted devices, unstable connectivity, parental concerns over privacy and potential conflicts, and a “double gap” in training that demanded both tutorials and individual guidance.
The conclusion is unambiguous: today, digital inclusion is social and educational inclusion. Being “online” is not enough; it requires accessible technologies and content, informed parental mediation, teachers’ media literacy, and explicit protocols for safe use.
Investing in media education and universal design for platforms turns social networks into levers for equity—in times of emergency and beyond.
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How to Cite: Bonilla-del-Río, M., & Sánchez-Calero, M. L. (2022). Educational Inclusion in Times of COVID-19: Use of Social Media for People with Intellectual Disabilities. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 141–161. https://doi.org/10.5944/ried.25.1.30875
