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

中文翻译：

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学生被排斥（包括来自SPE）对他们在社交媒体中的数字化行为的影响

目标。本文的目的是介绍社交媒体中学生排斥（包括SPE）对其虚拟行为的影响。没有特殊教育需要的学生和有特殊教育需要的学生也被考虑在内。将指出SPE排除与数字化排除之间的关系。此外，还包括家庭地区的社会排斥。方法：分析基于统计方法，例如：范围，标准差，方差。使用了调查。这些活动是通过Facebook社交门户网站在互联网上在全国和全球范围内进行的。结果：与波兰的受访者相比，来自SPE的来自世界各地的受访者更加感到被SPE排斥。相比之下，在波兰和全球范围内，来自SPE的受访者使用的社交网站数量都少于计算机播放器组。结论：在波兰，与全球受访者不同，对于大多数受访者而言，SPE并不是与同行交流的障碍。SPE的受访者在社交门户网站上花费的时间更少，因为它吸收了他们的学习时间，这可能是数字排斥的指标。认知价值：研究的独创性是着重于介绍问题的全球和波兰范围，从社会媒体中排除来自SPE的学生，这是根据作者基于数字排除指标的方法计算得出的。