Using an intervention programme to empower intellectually disabled learners to use WhatsApp in a special needs unit in Cape Town, South Africa

Abstract

Although WhatsApp has become so ubiquitous and widespread across the globe, it poses a risk of abuse and cyberbullying to vulnerable groups of people like intellectually disabled learners. This study explores intellectually disabled learners’ experiences of using WhatsApp during an intervention programme in a special needs unit at a school in Cape Town. The study was conducted using a qualitative case study within an interpretive paradigm. Nineteen participants who include intellectually disabled learners, parents/guardians and staff members were purposively selected to participate in the study. Data was collected using observations and interviews. It was found that all learners who participated in the programme were empowered to use the social media effectively and to become responsible digital citizens. The study concluded that a structured intervention programme provides a milestone of achievement in terms of preparing intellectually disabled learners to become digitally competent and to be able to use social media independently.