Purpose Nearly all students use Internet-based social media to communicate and network. For those with complex communication needs who may benefit from augmentative and alternative communication, social media offer specific opportunities to participate. However, do students make use of them-or do they face new barriers? The aim of the study was to collect data on the types, frequency, and duration of Internet and social media use among students with complex communication needs, along with the barriers to and facilitators of use, and to compare their use with peers without disabilities. Method Twenty-four German secondary school students with complex communication needs and motor difficulties were surveyed by a questionnaire based on an Australian study. Results A majority (75%) of the participants used the Internet, with most using daily and on more than one device. Use for school activities played only a minor role. Instead, the Internet was most often used for recreational activities (e.g., listening to music, watching videos), followed by communication by e-mail or chat, and lastly for seeking information. Greater Internet use was desired by 88% of the participants. The data show technical and social difficulties in Internet access and use and indicate that literacy skills and motor skills influence the Internet use. Conclusion School education should address the desire for greater Internet use. The teaching of media literacy and the provision of appropriate assistive and/or mainstream technology are therefore needed. More research is required on how persons with complex communication needs can potentially and actually benefit from the use of social media and on how teaching how to use social media can lead to further digital and social participation.

中文翻译：

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有复杂沟通需求的青少年的社交媒体和互联网使用模式。

目的几乎所有学生都使用基于Internet的社交媒体进行交流和联网。对于那些可能需要从补充性和替代性交流中受益的复杂交流需求的人，社交媒体提供了参与的特定机会。但是，学生会利用它们吗？还是面临新的障碍？这项研究的目的是收集具有复杂交流需求的学生的互联网和社交媒体使用的类型，频率和持续时间的数据，以及使用障碍和促进者，并将其与没有残疾的同龄人进行比较。方法通过一项基于澳大利亚研究的问卷调查了二十四名具有复杂的沟通需求和运动困难的德国中学生。结果大部分（75％）的参与者使用了互联网，大多数人每天使用一台以上的设备。用于学校活动的作用很小。取而代之的是，Internet最常用于娱乐活动（例如，听音乐，观看视频），然后通过电子邮件或聊天进行通信，最后用于查找信息。88％的参与者希望更大程度地使用Internet。数据显示了互联网访问和使用中的技术和社会困难，并表明识字技能和运动技能会影响互联网的使用。结论学校教育应该满足更多使用互联网的愿望。因此，需要进行媒体素养的教学，并提供适当的辅助和/或主流技术。