© 2005 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. British Journal of Educational Technology Vol 37 No 1 2006 31–44 doi:10.1111/j.1467-8535.2005.00516.x Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 200520053713144Articles Use of ICT by adults with learning disabilitiesBritish Journal of Educational Technology The use of ICT by adults with learning disabilities in day and residential services Sarah Parsons, Harry Daniels, Jill Porter and Christopher Robertson Sarah Parsons is a research fellow in the School of Education, University of Birmingham. This research was carried out at the University of Birmingham. Address for correspondence: Sarah Parsons, School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. Tel: 0121 414 4819; email: s.j.parsons@bham.ac.uk. Jill Porter and Harry Daniels are now based in the Department of Education, University of Bath. Abstract The use of Information and Communication Technology (ICT) by adults with learning disabilities has been positively promoted over the past decade. More recently, policy statements and guidance from the UK government have underlined the importance of ICT for adults with learning disabilities specifically, as well as for the population in general, through the potential it offers for social inclusion. The aim of the present study was to provide a picture of how ICT is currently being used within one organisation providing specialist services for adults with learning disabilities and more specifically to provide a picture of its use in promoting community participation. Nine day and 14 residential services were visited as part of a qualitative study to answer three main questions: What kinds of computer programs are being used? What are they being used for? Does this differ between day and residential services? Computers and digital cameras were used for a wide range of activities and ‘mainstream’ programs were used more widely than those developed for specific user groups. In day services, ICT was often embedded in wider projects and activities, whilst use in houses was based around leisure interests. In both contexts, ICT was being used to facilitate communication, although this was more linked to within-service activities, rather than those external to service provision. Introduction ... if we are in the business of helping adults to lead dignified and fulfilling lives we must look seriously and critically at any strategy, including the use of new technologies, which can contrib- ute towards this aim. (NCET, 1993, p. 34)