Digital access

What this means 

Digital technology – a collective term for electronic tools and devices which generate, process or store digitised information – and the internet has offered up numerous opportunities for communities of interest to join together when they are not physically close. It’s important that these are understood, and that barriers are removed to people being part of these. 

Digital inclusion is not only a technological issue; it’s a social issue too. Access to equipment such as smartphones, tablets and laptops that facilitate digital access are less available to people on lower incomes – which disproportionately means people with care and support needs. 

The research 

Digital technologies and the internet are an important part of everyday life, and are now also widely used in adult social care practice. While almost all adults aged 16 to 44 years in the UK were recent internet users (99%), this drops for people who are more likely to draw on social care: 81% of disabled adults are regular internet users, and only 54% of adults aged 75 years and over are (Office for National Statistics, 2021). Adult social care has a key role to play in increasing the digital inclusion of people with care and support needs. 

When thinking about socioeconomic circumstances, it’s not as straightforward as simply providing equipment. The British Academy (2022) looked at digital poverty, and highlighted three levels to consider: 

1. Poor access to digital technology. 
2. Poor digital literacy and skills. 
3. A reduced ability to exploit digital resources and transform them into tangible social benefits. 

This means, for instance, that someone being close to a library with free internet access only goes so far; it’s also about the resources to develop people’s digital skills and to support them to navigate a digital environment. 

In older adults, frequent social media communication is associated with lower levels of loneliness, and associated with higher levels of perceived social support and social contact (Zhang et al., 2021). However, this field is complex. Using online technology for social purposes, such as a directed communication (communication with a specific person or group of people, as opposed to broadcast communication or passive browsing), may increase feelings of social relationship satisfaction and reduce loneliness (Szabo et al., 2019). However, for some, connecting with a community on social media may be associated with negative outcomes – for example, for adults aged 19 to 32 with an eating disorder (Sidani et al., 2016).

Cyberbulling has also been identified as an issue for adults with learning disabilities, with effects of cyberbulling including reduced use of digital technology, more unhealthy behaviours, and depressive mood (Jenaro et al., 2018).

Digital skills and access to the internet can have a significant and positive impact on the lives of all people with care and support needs – as long as any barriers to inclusion and access are addressed, including support to feel safe and confident when online (Lambell et al., 2022). This includes giving people appropriate and timely advice, alongside support and information so they can keep safe online.

There are significant benefits of providing training in digital capabilities – including in being alert to scams and online safety – for practitioners. This can be carried out as ‘tandem’ learning, where practitioners and people with care and support needs are trained together: this enables a shared learning environment, where everyone can acquire the necessary skills at the same time (Heitplatz et al., 2019; Heitplatz, 2020). 

What you can do 

If you are in direct practice: Always try to understand the perspective of the person you’re working with and take the time to ask what they think when it comes to digital access. Who do they already connect with on social media or via internet groups of interest? Have they thought about finding like-minded people via technology, and are there ways to encourage the people you work with to seek out online spaces that might interest them? 

You might think about the following: 

• Accessibility 
  Is there a need for assistive technology? How can you help? 
• Infrastructure 
  Are there issues with owning or affording devices or internet access? How can you help? 
• Skills:  
  Do people feel safe and confident when going online? How can you help? 

If you are in workforce development: Think about this idea of ‘tandem’ learning in digital capabilities. What are the opportunities for everyone learning together about confident and safe use of the internet? 

Further information 

Read

The Digital Capabilities Statement is based on the Professional Capabilities Framework (PCF). It outlines the knowledge, skills and values that social care practitioners should have in order to make the most of digital technologies in social care.

Share

There is information about staying safe online from CHANGE’s Keeping Safe Online (particularly suitable for people with learning disabilities), or from the government’s National Cyber Security Centre (general information for individuals and families).