DIGITAL LITERACY IN UNIVERSITY STUDENTS WITH INTELLECTUAL DISABILITIES AND AUTISM SPECTRUM DISORDERS

This study stems from the Youth Employment program co-financed by the ONCE Foundation and the European Social Fund. It aims to explore the perceived self-efficacy in digital competence among university students with intellectual disabilities and autism after participating in a workshop focused on digital literacy, based on the Universal Design for Learning (UDL). A quantitative methodological approach is employed, using a pretest-posttest design with a single experimental group. A non-probabilistic convenience sampling method is followed. The sample includes the entire population (N=14), aged 18 to 29, with a recognized disability of at least 33% and a diagnosis of intellectual disability or ASD. Digital competence self-efficacy is assessed using the Spanish adaptation of the tool "The Digital Self-Efficacy," administered before and after the workshop. Data analysis includes descriptive and inferential statistics, specifically non-parametric tests. The results indicate that the effect size reflects the positive impact of this practice. In conclusion, this study highlights that addressing digital competence through UDL in university students with intellectual disabilities and ASD leads to a positive impact on educational, socio-emotional, and preemployment domains.