Digital Safety for Children with Intellectual Disabilities When Using Mobile Devices from Parents' and Teachers' Perspectives

As mobile devices become increasingly integrated into children's daily lives, digital safety has emerged as a pressing concern, particularly for children with intellectual disabilities (ID), who are more vulnerable due to their cognitive and behavioral challenges. Despite their heightened risk, little research has addressed the unique digital safety issues these children face. To bridge this gap, we conducted semi-structured interviews with parents and special education teachers who are key figures for overseeing the digital access and safety of children with ID. Our findings highlight four primary concerns: imitation of harmful behaviors, accidental misoperation of devices, risks from fraud, and exposure to cyberbullying. To address these, parents and teachers largely rely on proactive educational strategies supported by technical controls and device restrictions. We conclude by emphasizing the need to adapt special education practices to the evolving digital landscape and propose inclusive safety strategies applicable to other at-risk user groups.