In the late 70s of the twentieth century the digital divide concept was defined as the differences in the use of information and communications technology (ICT) and the Internet between developed and developing countries. To solve this situation, digital literacy plans were addressed especially to groups at risk of digital exclusion. This was particularly relevant when considering the digital illiteracy as a subtle but effective form of social exclusion (Pantoja, Orellana, Muñoz, & Espiñeira, 2012). Several studies are still pointing a significantly lower ICT use by people with disabilities (Carey, Friedman, and Bryen, 2005; Kaye, 2000; Valero, Vadillo, Herradón, Bermejo, and Conde, 2011). Among the group of people with disabilities, those with intellectual disabilities show greater digital exclusion (Valero et al., 2011).

Access to the Internet has generated certain risks for people who are particularly vulnerable to abuse such as children and people with intellectual disabilities. In the latter case, this susceptibility to abuse stems from naivety and gullibility that inherently characterise the social behaviour of people with intellectual disabilities (Luckasson et al., 2002). Some of the risks identified when using the Internet and to which they are vulnerable are the exposure to inappropriate content, undesired contact with others, or the realization of misconducts by the subject itself.

The EU Kids Online project has been conducted in 25 countries of the European Union to analyse the use and the risks to which European children are exposed on the Internet. Researchers surveyed 25,142 people aged between 9 and 16. Results revealed the exposure of children to undesirable risks due to their use of the Internet, with a significant international variability of risk rate (Helsper, Kalmus, Hasebrink, Sagrari, & De Haan, 2013). In the Spanish context, the findings show a low risk rate, being 81% of the minors out of risk of exposure to these situations. However, 4% of the Spanish children are at high risk of damage (multiple causes), 6% at risk of abusive contacts, and 9% at risk due to inappropriate sexual content.

To date, studies on the use of the Internet and the risks associated with it have not focused on people with intellectual disabilities. However, taking into consideration, first, their increasing access to ICT and the use of the Internet and, second, their ingenuity and social credulity even as adults, the importance of conducting exploratory studies to identify and describe the situation is clear. This becomes even more urgent considering that research in the field of ICT on people with intellectual disabilities is a very recent field study and there is barely available scientific evidence.

The purpose of this study was to describe the use of the Internet among people with intellectual disabilities and the risks to which they are exposed when using it. We particularly intend to respond to the following research questions:

a)      How frequently do people with intellectual disabilities use different kind of electronic devices to access to the Internet and for what purposes?

b)      What kind of problems did people with intellectual disabilities have when using the Internet?

c)      How did they feel when they had these problems?

d)     How did people with intellectual disabilities respond to these problems and what measures were taken to address them?

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