Technology-Supported Visual-Social Media for Body Boundary Education among Children with Intellectual Disabilities: A Systematic Literature Review

Erwin Taufik; Rayendra Rayendra; Abna Hidayanti; Nofri Hendri

doi:10.17977/um005v10i22026p322-336

Authors

Erwin Taufik Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Rayendra Rayendra Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Abna Hidayanti Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Nofri Hendri Department of Special Education, Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.17977/um005v10i22026p322-336

Keywords:

intellectual disability, body safety, visual-social media, educational technology, systematic literature review

Abstract

Children with intellectual disabilities are a vulnerable group at risk of body boundary violations and sexual violence due to limitations in cognitive functioning, social understanding, and self-protection abilities. Therefore, adaptive and contextual body boundary education has become an urgent need in special education. This study aims to systematically examine the use of technology-supported visual-social media in body boundary and self-safety education for children with intellectual disabilities. A Systematic Literature Review (SLR) approach was employed, following PRISMA guidelines and complemented by bibliometric analysis to map publication trends and research characteristics. A literature search in the Scopus database identified 554 articles in the initial stage; 10 studies were selected for qualitative synthesis using inclusion and exclusion criteria. The findings indicate that visual and technology-supported approaches, including social-scenario videos, visual simulations, and interactive media, have the potential to enhance knowledge, protective attitudes, and body-safety skills among children with intellectual disabilities. However, the evidence varies across studies in terms of intervention types, research design, and methodological quality. Several included studies also do not exclusively focus on technology-based interventions, indicating the need for cautious interpretation. Overall, technology-supported visual-social media demonstrates promising potential as a supportive approach for body safety education, although current evidence remains limited and heterogeneous. Future research with more rigorous experimental designs, consistent outcome measures, and clearly defined intervention frameworks is needed to strengthen evidence-based practices in this field.

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