In Germany, libraries or public training centers offer education programs for different target groups to foster digital participation. Yet, those programs often do not meet the requirements of people with intellectual disabilities, their formal caregivers or social institutions. A high degree of personal and organizational effort, lack of caregivers’ knowledge and expenditure of time materialize as barriers for caregivers in social institutions to support their clients to achieve digital literacy. However, the desires of people with intellectual disabilities to improve their digital skills have risen steadily in the last years. This article addresses the question of how education programs should be designed to meet the needs of people with intellectual disabilities, their formal caregivers, and social institutions. Therefore, requirements were derived from a secondary analysis of 24 semi-structured interviews with formal caregivers in social organizations, focus groups containing 50 people with intellectual disabilities, and an additional interview study with five experts form research and practice. As a result, a guideline with ten main points for designing education programs for people with disabilities, caregivers and social institutions is presented in this article.

中文翻译：

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促进智障人士及其照顾者的数字参与：制定教育计划的指南

在德国，图书馆或公共培训中心为不同的目标群体提供教育计划，以促进数字参与。但是，这些计划通常无法满足智障人士，其正式护理人员或社会机构的要求。高度的个人和组织努力，缺乏护理人员的知识和时间的浪费，成为社会机构中的护理人员支持其客户实现数字素养的障碍。然而，近年来，智障人士提高其数字技能的愿望稳步上升。本文讨论了如何设计教育计划以满足智障人士，其正式护理人员和社会机构的需求的问题。因此，需求来自对社会组织中的24名正规护理人员进行的半结构式访谈的二次分析，包含50名智障人士的焦点小组以及由五名专家组成的研究和实践的附加访谈研究。因此，本文提出了一个指南，其中包含十个要点，用于为残疾人，护理人员和社会机构设计教育计划。