Abstract

Internet Addiction Disorder (IAD) has emerged as a significant concern, particularly for students with intellectual disabilities (ID), who exhibit increased vulnerability to the detrimental effects of excessive Internet use. This opinion paper highlights the specific susceptibilities of students with ID to IAD, examining the cognitive, behavioral, social, and emotional implications of the disorder. For students with ID, excessive Internet use may impair cognitive function, disrupt social interactions, and exacerbate behavioral challenges, further impeding their development. To address this issue, a comprehensive approach incorporating education, structured interventions, and family involvement is imperative. By promoting responsible Internet use and implementing tailored support systems, educators and caregivers can mitigate the adverse effects of IAD and foster an environment that is conducive to healthy digital engagement. This paper underscores the critical need for targeted awareness and interventions to safeguard the well-being and development of students with intellectual disabilities in the digital era.