Armenian Journal of Special Education, 7(2)
2023; 15–22
Shared with The Gufo

PROBLEMS OF PREVENTING THE SOCIO-PSYCHOLOGICAL DESTRUCTIVE IMPACT OF MISINFORMATION ON STUDENTS REQUIRING SPECIAL LEARNING CONDITIONS

Armen Avetisyan*

Received: 2025-04-14 · Published: 2023-10-31

© 2023 The Author(s) and the original publisher.

CC BY-NC 4.0 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Shared article.
Original title
PROBLEMS OF PREVENTING THE SOCIO-PSYCHOLOGICAL DESTRUCTIVE IMPACT OF MISINFORMATION ON STUDENTS REQUIRING SPECIAL LEARNING CONDITIONS
Author
Armen Avetisyan
Source journal
Armenian Journal of Special Education, 7(2)
Published
2023-10-31
Licence
Creative Commons Attribution-NonCommercial 4.0 International
Original
https://doi.org/10.24234/se.v7i2.3

Abstract

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.
1 / ? 100% Open in new tab Download Cite

Loading the full text…

Download Follow Updates