{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T01:14:20Z","timestamp":1760058860918,"version":"build-2065373602"},"reference-count":49,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2025,5,1]],"date-time":"2025-05-01T00:00:00Z","timestamp":1746057600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"The European Union\u2019s Horizon 2020 research and innovation program","award":["101006468"],"award-info":[{"award-number":["101006468"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>A key goal of inclusive education is to enhance health literacy skills, empowering students with intellectual disabilities (IDs) to access critical information needed to navigate everyday challenges. The COVID-19 pandemic, for example, highlighted unique barriers to preparedness for people with IDs regarding social behavior and decision-making. This study aimed to examine students\u2019 awareness and understanding of pandemic outbreaks. Using an inquiry-based approach supported by Digital Learning Objects (DLOs), the research assessed students\u2019 knowledge and perceptions of viruses, modes of transmission, and preventive measures. An in-depth visual analysis within a single-subject research design demonstrated that interdisciplinary educational scenarios on infectious diseases can be effective for students with ID, especially when DLOs are integrated with targeted instructional techniques.<\/jats:p>","DOI":"10.3390\/computers14050169","type":"journal-article","created":{"date-parts":[[2025,5,1]],"date-time":"2025-05-01T06:49:02Z","timestamp":1746082142000},"page":"169","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2940-3527","authenticated-orcid":false,"given":"Georgia","family":"Iatraki","sequence":"first","affiliation":[{"name":"Department of Primary Education, University of Ioannina, 145110 Ioannina, Greece"}]},{"given":"Tassos A.","family":"Mikropoulos","sequence":"additional","affiliation":[{"name":"Department of Primary Education, University of Ioannina, 145110 Ioannina, Greece"}]},{"given":"Panos","family":"Mallidis-Malessas","sequence":"additional","affiliation":[{"name":"Department of Primary Education, University of Ioannina, 145110 Ioannina, Greece"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8860-8229","authenticated-orcid":false,"given":"Carolina","family":"Santos","sequence":"additional","affiliation":[{"name":"NOVA National School of Public Health, Public Health Research Centre, Comprehensive Health Research Center, CHRC, NOVA University Lisbon, 1600-560 Lisbon, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,5,1]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"2155","DOI":"10.1007\/s10803-020-04670-6","article-title":"Including children with developmental disabilities in the equation during this COVID-19 pandemic","volume":"51","author":"Aishworiya","year":"2021","journal-title":"J. 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