Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools

Abstract

Accessible summary The aim of this research was to identify possible differences in how non-disabled adolescents and their peers identified with mild intellectual disability use mobile phones. The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability. Non-disabled adolescents used these devices more often than their peers identified with mild intellectual disability. Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones. Background Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild intellectual disability of both genders. Materials and Methods The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability, aged 15-19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use. Results In all assessed areas, it was observed that non-disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non-disabled participants where girls used mobile phones in a problematic way much more frequently. Conclusions Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic.