Everyone is to some extent at risk online. Some people may be more at risk online than others for a number of reasons including age, disability and health. Fully inclusive and responsible e-Safety practice, procedures and policies can help ensure that everyone is safe and no-one is excluded.
Those who use online and mobile technologies need to be up-to-date with the technology and may need or feel pressured to use it at speed, often on the move. Information comes at you in a variety of formats and from a variety of directions and there is a lot to take in. Some learners may miss out on all of the information they need to make informed decisions for a variety of reasons. They may not be able to keep up with or assimilate all of the information and for many they may not be able to access it adequately. Some learners may not so easily be able to read the meaning of emails and written communications and they may be easily influenced by what is written or said. They may also be easier to make contact with online rather than in a face to face situation.
Below are examples of the types of problems that may be encountered by some learners with disabilities:
not be able to access all the information on a web page or may not realise that they are missing information or know what is being displayed on the screen;
inadvertently click on spoof buttons (accessing inappropriate buttons or downloading a bot) or post a message to the wrong address;
not realise someone is listening to information being read out by a screen reader (always wear headphones);
not realise someone is looking at their screen (can switch screen off)
not see all the information – large magnification may mean graphics and text are not visible on a screen;
make private information more visible to other people by having an enlarged screen;
not see be aware that someone is looking over their shoulder.
have difficulties understanding where there is an absence of facial and other visual clues;
have difficulties communicating if they usually use sign language;
have difficulties with abstract concepts for example that online "friends" may be complete strangers.
take longer to respond and/or may feel pressured to respond;
have difficulties with abstract concepts;
be susceptible to tempting on-line offers which look like a ‘bargain’ or something for nothing.
misunderstand what is being said particularly when others are communicating in ‘cyberspeak;’
not realise that their text-to-speech facility can be overheard;
have difficulty conveying what they mean in written format which may lead to misunderstanding.
For an overview of the issues that affect learners with disabilities see the TechDis video at http://www.jisctechdis.ac.uk/techdis/pages/detail/online_resources/tdtuesday_e-Safety
JISC TechDis have produced a resource pack for Effective Practice on eSafety that includes a range of resources to use with vulnerable learners.
Residential Settings and Specialist Colleges
Monitoring and supervision may be acceptable and relatively straight forward in a learning environment but may seem more intrusive in someone's own home.
Work by JISC TechDis and partners has begun to map some of the above but this work is at an early stage and any organisations with specific expertise would be very welcome to get in touch with their JISC RSC (Regional Support Centre) or contact JISC TechDis directly or contribute to the survey at http://www.surveymonkey.com/s/esafetyforvulnerablelearnersgoodpractice
East Midlands E-Safety Project Resources by and for learners with disabilities. The 5 eSafeT's is an easy to follow overview.
Childnet International – SEN resource (for under 16 but useful)
ISC Self -Assessment Audit Tool based on Ofsted Quick Audit