Information and Communication Technologies and the Autonomy of Students with Intellectual Disabilities

Abstract

This article examines the role of Information and Communication Technologies (ICT) in promoting the autonomy of students with Intellectual Disabilities in the Dominican Republic. It integrates a theoretical review, an analysis of national regulations, and an empirical study based on questionnaires administered to teachers, management teams, specialists, and families. Using a qualitative–descriptive approach supported by quantitative data, the study analyzes four indicators related to practical skill development, self-direction values, functional application of knowledge, and transfer of learning to everyday contexts. Findings reveal that ICT serves as a key tool for strengthening autonomy by supporting routine organization, self-regulation, decision-making, and functional communication through visual aids, digital applications, and augmentative communication systems. However, its impact is constrained by unequal access to technological resources, insufficient teacher training, limited institutional integration, and inconsistent implementation of existing regulations. The study concludes that effective use of ICT requires intentional pedagogical planning, technological accessibility, continuous technical support, and an educational approach centered on daily life and adaptive skill development.