Impact of student exclusion (Including sen students) on their digitisation behaviour in social media

Abstract

Aim. The aim of the work is to present the impact of student exclusion (including special educational needs (SEN) students) on their digitisation behaviour in social media. Students with no special educational needs and those with SEN were taken into account. The relationship between SEN exclusion and digital exclusion was indicated. In addition, social exclusion in the family area was included. Methods. The analysis was based on statistical methods such as range, standard deviation and variance. Surveys were used and were conducted on the Internet through Facebook on national and global scale. Results. Respondents from around the world feel more excluded by SEN than respondents in Poland. In contrast, respondents with SEN use fewer social networking sites than in groups of gamers, both in Poland and worldwide. Conclusions. In Poland, SEN is not a barrier for communication with peers in most respondents, unlike in the global respondents. SEN respondents spend less time on social portals because it absorbs their time devoted to studying, which can be an indicator of digital exclusion. Cognitive value. The aim of the research is to focus on introducing the global and Polish scale of the problem of excluding SEN students from the social media, which was calculated by the author's method based on the indicator of digital exclusion.