This study aimed to explore the digital literacy needs, challenges, and support preferences of adolescents with intellectual disabilities to inform inclusive educational practices and policy interventions. A qualitative research design was employed using semi-structured focus group interviews with 20 adolescents aged 13–18 years diagnosed with mild to moderate intellectual disabilities in Taiwan. Participants were recruited through purposive sampling from both inclusive mainstream schools and special education centers. Data collection was conducted through four focus groups, each comprising five participants. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic saturation guided the completion of data collection. Trustworthiness was enhanced through triangulated coding, member checking, and maintaining an audit trail. Analysis revealed four overarching themes: (1) access to digital tools and infrastructure, (2) digital skills and usage patterns, (3) social and emotional factors, and (4) support systems and educational strategies. Participants reported limited and unequal access to digital devices, inadequate school resources, and lack of individualized digital instruction. While many adolescents demonstrated basic digital engagement (e.g., opening apps, watching videos), they struggled with more complex tasks such as evaluating online content or engaging in digital communication. Emotional barriers included fear of making mistakes and social comparison with peers. Support from family members and peers emerged as critical, while participants emphasized a need for gamified, visual, and hands-on digital training tailored to their learning styles. Adolescents with intellectual disabilities experience significant barriers to digital inclusion, stemming from infrastructural, cognitive, emotional, and instructional gaps. Addressing these challenges requires context-sensitive, learner-centered interventions and greater collaboration among educators, families, and policymakers to ensure equitable access to digital literacy education.
