כיצד יכולה רשת חונכות חברתית להוות טכנולוגיית סיוע לתלמידים עם לקויות תקשורת ולתלמידים עם ליקויים קוגניטיביים

The study examined how social mentoring network (SMN) functions as an
assistive technology for students with communication disabilities and
students with cognitive impairments, helping them to cope with their
disabilities and strengthening their social capital. In addition, we investigated
the contribution of the SMN mentors form different groups, including
mentors with disabilities. We analyzed the activities of 58 participants in the
network: 14 of them were students aged 13-21 with communication
disabilities (high-functional autism), 11 students aged 13-21 with cognitive
impairments, 3 teachers, 18 mentors - undergraduates and graduates (some of
them with physical disabilities), and 12 mentors - high school students. The
study adopted nethnographic research methodology. We crosschecked the
data received from online observations on the SMN activities and qualitative
content analysis of the participants' messages, responses and photos. The
findings showed that SMN serves as an assistive technology that enables
compensation and remedial processes for students with both disabilities and
allows them to increase social capital. The contribution of the mentors with
physical disabilities was very constructive. They posted empowering content
and modeled successful coping strategies. The study results contribute to
understanding of how SMN can empower students with disabilities through
online mentoring, while providing equal opportunities for mentors with
disabilities