PROBLEMS OF PREVENTING THE SOCIO-PSYCHOLOGICAL DESTRUCTIVE IMPACT OF MISINFORMATION ON STUDENTS REQUIRING SPECIAL LEARNING CONDITIONS
DOI:
https://doi.org/10.24234/se.v7i2.3Keywords:
misinformation, socio-psychological impact, student with special educational needs, , special learning conditions, preventionAbstract
In an era dominated by information and communication technologies, the pervasive influence of misinformation has become an issue of paramount concern. This article delves into the multifaceted challenges posed by misinformation and the dire socio-psychological consequences it imposes on this vulnerable student demographic. There is an attempt to understand the destructive impact of misinformation from a pedagogical and psychological point of view, to describe the influence of social media services children requiring special learning conditions use in their everyday lives.
The purpose of this article is twofold: first, to comprehensively explore the intricate problems presented by the socio-psychological destructive impact of misinformation on students who need special learning conditions, and second, to offer insights and strategies for mitigating these issues. By shedding light on this critical intersection between misinformation and special learning conditions, it is aimed to provoke a broader discourse, raise awareness, and empower educators, parents, and policymakers to take action.
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Copyright (c) 2023 Armen Avetisyan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0) ․ Details of the license terms can be found at CC BY-NC 4.0 Deed | Attribution-NonCommercial 4.0 International | Creative Commons
