Building Connections: The Impact of Digital Storytelling on Communication and Leadership Skills Among Disabled Young Adults

Abstract

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth.

1. Introduction

1.1. Life Stage Transitions for Youth with Developmental Disabilities

This article reports on the skill enhancement of the participants involved in a digital storytelling study. “My life. My story: The Youth Digital Storytelling Project” was a year-long Canadian project for youth with developmental disabilities to create stories about their lived experiences with, knowledge of, and perspectives on life-stage transitions in the areas of education, employment, and living. Life-stage transitions are often described as being fraught with challenges for youth with developmental disabilities and their families [1,2]. Research on the transition from a school for disabled young adults indicates that their individual and varied priorities are frequently minimized [3] by the individuals involved in post-school planning. The literature about the transition processes to adulthood has also noted the underrepresentation of the voices of young adults with developmental disabilities [4]. Accordingly, research practices that invite and value first-person accounts, such as digital storytelling, to understand these experiences are both timely and critical.

1.2. Digital Storytelling

With roots in community development [5] and action research [6], digital storytelling uses digital media to tell a story. The process of digital storytelling invites participants to create digital stories from their perspectives; short movies that often involve combining multiple forms of media (e.g., images/photographs, voice-over narration, music, text) to create and share important life or community experiences and narratives [5,6,7,8,9]. The utilization of digital storytelling in research contexts has been a more recent development [5]. In de Jager et al. [5], the authors emphasize the application of digital storytelling in varied research contexts, including community-based participatory research [5]. Group-based workshops are considered to be a critical component of digital storytelling in this format [10]. The previous literature has highlighted digital storytelling as a method that expands understandings of knowledge making and can increase accessibility for research participation [5,8,10,11,12].

1.3. Capacity Building/Skill Development

As de Jager et al. [5] have noted, employing digital storytelling in research also unveils experiences and insights that extend beyond the primary objective of a specific research study and that there are often overlapping outcomes observed in the application of digital storytelling.

In the area of disability studies, the scholarship indicates that the process supports agency and community engagement. For instance, in working with people with disabilities, Saridaki et al. [13] indicated that digital storytelling enhances individual and group empowerment, as participants must make decisions regarding how to share a personal story about a topic in a multimedia format. These choices involve developing a story, choosing and editing images, picking music, recording a voice over, and putting it all together. As articulated by Rice and Chandler [14], digital stories crafted by disabled people also play a role in shaping a “new public pedagogy of disability” (p. 368) with the potential to influence societal perceptions and the treatment of disabled people. Indeed, research has indicated that in crafting and sharing first-person accounts via digital storytelling, disabled youth and adults strengthen their connections with different groups and the wider community [12,15].

Digital storytelling is recognized as a process that supports capacity development in multiple areas [8,12,16,17,18,19,20]. The research from the field of education studies suggests digital storytelling supports the development of language skills [20], communication skills [17], writing skills [19], media literacy [21], and leaderships skills [8]. In LaRose et al. [8], the authors describe a study where social work practitioners and students engaged in a digital storytelling workshop. The results indicated the participants increased their leadership skills while also improving their digital literacy.

However, there is an opportunity to further understand skill development when working within the context of disabilities [22,23]. The limited research in this area indicates there is an opportunity to adapt the process for accessibility [14,22,23]. This study intends to build on the research that considers capacity development and leadership skills when working with disabled youth. In drawing on a group-based format, the initial phase of “My life. My story: The Youth Digital Storytelling Project” explored how the digital storytelling can enhance literacy skills, multimedia skills, communication skills, and leadership amongst disabled youth through a digital storytelling facilitator training program.

1.4. Project Background

The “My life. My story: The Youth Digital Storytelling Project” sought to create an online shared space for youth with developmental disabilities to learn and create stories about their lived experience with, knowledge of, and perspectives on life stage transitions. The Multisensory Studio collaborated with a community organization, the Calgary SCOPE Society, to provide digital storytelling workshops. The Multisensory Studio focuses on accessible online and in-person creative environments that support the development, engagement, and enactment of stories created by the disability community [2]. The Calgary SCOPE Society is a non-profit organization that assists individuals with developmental disabilities in Calgary and its surrounding areas.

Simultaneously refining and expanding digital storytelling, and informed and guided by crip theory [24,25,26], this research engaged in the process of cripping digital storytelling with the understanding that it is necessary to center disabled ways of knowing, being, and doing [25]. Crip theory addresses ableist assumptions often embedded into systems with consideration to time, resources, and processes [26]. The integration of crip theory into digital storytelling [25] disrupts conventional social science research methods and contests and constructs alternative narratives. Further, cripping digital storytelling questions and resists expectations about who can be a storyteller and which stories are deemed worthy of sharing [27]. The specific practices employed within the workshops which aimed to crip the digital storytelling process by exposing and challenging exclusion, ableist norms, language, and structures, are described below.

1.5. Workshop Goals and Objectives

In Phase 1 of this study, digital storytelling peer-facilitator training workshops were hosted wherein 13 post-secondary disabled youth were trained as digital storytelling peer-facilitators (i.e., trainees) [7]. The workshops were designed to support skill development in the areas of facilitation skills, presentation skills, and multimedia competencies [7]. In Phase 2 of the study, the 13 trained peer-facilitators subsequently co-facilitated a series of digital story workshops over 8 months involving 34 disabled participants. Therefore, the digital storytelling workshops were offered by disabled young adults for disabled young adults. As part of the training, each peer-facilitator also produced a digital story which was then shared on the final day of the training workshops via a virtual screening [25]. The staff facilitators were intentional in creating a space for feedback from the peer-facilitators throughout the training workshops, to ensure a continuous assessment of the process. Feedback from the peer-facilitators was incorporated into the study, contributing to significant shifts in the workshop delivery and materials [25]. The digital storytelling workshops were modified to meet the needs of the peer-facilitators by incorporating icebreakers, jokes, and time for informal conversations to foster a sense of connection. Further, a strengths-based approach was adopted which centered the peer-facilitators’ unique capacities during storytelling and video development. The staff facilitators were paired with peer-facilitators at a 1:1 ratio and met the peer-facilitators where they were at by offering flexible, individualized support with technology, script writing, or storyboard development. Finally, a variety of options for communicating one’s story were offered, recognizing that the peer-facilitators chose to share their experiences in different ways. This allowed the peer-facilitators to use a combination of spoken word, text, ASL, personal photographs/videos, stock media, or music based on their preferences and comfort level, affording them autonomy over the process.

The digital storytelling peer-facilitator training workshops had five main objectives: 1. improve literacy skills; 2. improve multimedia competencies; 3. improve communication skills; 4. build leadership skills; and 5. evaluate and identify the best practices for digital storytelling as a peer-based intervention tool.

2. Methodology

Ethical approval for this study was obtained from the University of Calgary Conjoint Faculties Research Ethics Board. Informed consent was obtained from all the participants involved in this study. This research presents findings from four online peer-facilitator training workshops conducted between June and December 2021 as part of the “My life. My story: The Youth Digital Storytelling Project.” The primary aim was to enhance the skills and competencies of youth with developmental disabilities through digital storytelling.

2.1. Recruitment

The recruitment process targeted youth aged 18–30 who self-identified as having a developmental disability, encompassing behavioral, cognitive, social, or emotional challenges. Eligible participants were required to be enrolled in a full-time or part-time program at a Canadian college or university and have access to a desktop, laptop, or tablet. The study information was disseminated through various channels, including post-secondary institutions across Canada, relevant community groups, and targeted social media platforms such as Facebook, Instagram, and Twitter.

The prospective participants who expressed interest in this study were provided with detailed information via phone or Zoom calls conducted by a research assistant. During these sessions, the eligibility criteria, consent forms, and workshop schedules were thoroughly reviewed. Written informed consent and/or assent was obtained from all the participants prior to scheduling the workshops. Support workers were invited to accompany the participants if necessary and were required to sign confidentiality agreements.

2.2. Online Delivery Setting: Materials and Methods

The participants received pre-reading materials to facilitate their preparation for the facilitator training workshops. The workshops, delivered via Zoom, comprised six, 2-hour sessions spread over a two-week period. Each session integrated educational content, group discussions, one-on-one breakout rooms, and digital story production time.

As depicted in

Table 1. Daily outline for youth digital storytelling peer-facilitator workshops.

Timeline	Activities in Order of Completion
Pre- Workshop	Complete package with schedule, preparatory details, storyboard, and photo release form.
Day 1	Introductions, questionnaire completion, ice breakers, expectation setting, story elements, examples of digital stories, jokes.
Day 2	Ice breakers, production circle, story development (one-to-one breakout rooms), check-in, reflection, jokes.
Day 3	Ice breakers, check-in, video editing tutorials, production time (one-to-one breakout rooms), check-in, reflection, jokes.
Day 4	Ice breakers, check-in, audio tutorial, audio recordings (one-to-one breakout rooms), check-in, reflection, jokes.
Day 5	Ice breakers, check-in, production time/finalize videos (one-to-one breakout rooms), check-in, jokes.
Day 6	Ice breakers, digital story screening, discussion, questionnaire completion.

, the workshop format adhered to a “knowing through doing” pedagogical approach, inviting the participants to actively engage in the digital storytelling process while providing opportunities to practice facilitation and engage in reflective practices. Each session focused on different aspects of digital storytelling, including script and storyboard creation, media editing, and final production using the 2021 version of the WeVideo computer software. The workshops culminated in a virtual screening on the final day, where the participants introduced and shared their digital stories, followed by reflective group discussions.

Throughout the workshops, the participants were encouraged to reflect on their leadership skills and consider strategies for supporting youth participants in future workshops. The workshop materials, including the slide decks and video editing cheat sheets, were shared with the participants before or after each session. Upon completion of the workshops, the participants were recognized as peer-facilitators and invited to co-facilitate future digital storytelling workshops.

2.3. Data Collection and Analysis

The participants completed demographic profiles and pre- and post-workshop questionnaires designed to assess the impact of the workshop on capacity development in leadership, multimedia, and communication skills. These questionnaires, administered via Qualtrics, included a combination of Likert-type questions, closed-ended questions about transition planning, and open-ended questions regarding workshop experiences and leadership qualities. The pre- and post-workshop questionnaires used were informed by the Rasch Rating Scale Model (RSM) [28] and an adapted written and digital literacy rubric for digital storytelling [29].

Questionnaire Details Included the Following:

• Capacity Development: 25 Likert-type questions assessed communication (15 items), multimedia (6 items), and leadership skills (4 items).
• Transition Planning: three yes/no questions and three Likert-type questions addressed transition planning needs and preparedness.
• Workshop Perception: the pre-workshop questionnaires included three open-ended questions on leadership qualities and future goals, while the post-workshop questionnaires contained six open-ended questions on workshop experiences and leadership development.

To assess the impact of the workshops on the peer-facilitators’ capacities across the areas of communication, multimedia, and leadership, aggregate scores of the closed-ended responses from the items in each of these three skill domains (communication, multimedia, leadership) for each peer-facilitator were taken and compared between the pre- and post-workshop questionnaires. Further, a statistical analysis of the questionnaire responses was not possible due to limited power.

The open-ended response data from the questionnaires were anonymized and analyzed using frequency counts and a conventional content analysis [30]. The emergent themes from the open-ended responses were identified through collaborative coding by three research team members, ensuring the rigor and validity of the findings.

3. Findings

The findings from the four digital storytelling peer-facilitator training workshops, conducted between June and December 2021 provide valuable insights into the effectiveness of this intervention in enhancing the skills and competencies of youth with developmental disabilities. A total of 13 participants were trained, with 12 completing demographic forms and 10 completing both pre- and post-workshop questionnaires, with both closed- and open-ended questions, resulting in an 80% response rate. The demographic characteristics of the participants are presented in

Table 2. Participants in peer-facilitator workshops: demographics.

Demographics	Descriptor	Number of Participants
Race	White (European)	7
	Arab/West Asian (Afghan, Iranian)	2
	Filipino	2
	Black (African, Afro-Caribbean)	1
Gender Identity	Female	8
	Male	2
	Gender fluid or non-binary	1
	Transgender	1
Student Status	Full-time	10
	Part-time	2

Note. n = 12. Working from a social model, participants were not asked to identify physical, cognitive, or intellectual disabilities in the demographic questionnaire. Due to response numbers, faculty/major/minor are omitted.

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3.1. Key Findings

The analysis revealed that the workshops had a considerable impact on the participants’ skill development across three primary domains: leadership skills, communication skills, and multimedia skills. The use of Likert-type scale questions allowed for the measurement of the changes in the participants’ confidence and abilities across the three primary domains. The data revealed improvements in leadership skills, communication skills, and multimedia skills.

Detailed findings are summarized below:

• Leadership Skills: 100% (10/10) of the participants experienced a one-level enhancement in their leadership abilities when comparing their pre- and post-workshop responses based on the aggregate scores of the items assessing this domain.
• Multimedia Skills: 80% (8/10) of the participants reported a one-level increase in their ability to use multimedia tools effectively when comparing their pre- and post-workshop responses based on the aggregate scores of the items assessing this domain.
• Communication Skills: 90% (9/10) of the participants indicated a one-level improvement in their communication skills when comparing their pre- and post-workshop responses based on the aggregate scores of the items assessing this domain.

In the open-ended responses, several participants stated they appreciated the practical skills gained through the workshop, particularly in the areas of multimedia production and communication. These skills were not only useful for creating their digital stories but also had broader applications in their personal and professional lives. One participant noted, “The workshop taught me valuable skills that I can use in other areas, like school and work,” highlighting the transferable nature of the competencies developed through the workshop.

3.1.1. Leadership Skills

In addition to the Likert-type questions, the participants were invited to identify which leadership competencies they hoped to improve through the workshop by selecting from a list of pre-defined leadership competencies (self-confidence, problem-solving, planning/organization, group facilitation, other, none) in the pre-workshop survey. Prior to the workshop, 60% of the participants reported wanting to improve their self-confidence and group facilitation skills, 40% wanted to improve their problem-solving skills, and 30% hoped to improve their planning/organization skills. Following workshop completion, the participants reflected on whether they had developed any of these leadership competencies in the post-workshop survey. The participants reported vast improvements across several areas by selecting which skills they developed from the same list of pre-defined competencies, with 70% endorsing improved self-confidence and planning/organization skills, 60% endorsing improved group facilitation skills, and 40% endorsing improved problem-solving skills.

3.1.2. Strengths-Based Delivery and Format

The digital storytelling workshops took place during the COVID-19 pandemic, prompting a shift from an initially planned in-person facilitation to an online format. This method of delivery produced a series of benefits and challenges, simultaneously. Regarding benefits, the online format facilitated participation from youth across various regions, broadening the reach of the workshops to those across the country. This gave rise to connections amongst youth from geographically diverse areas and efforts were made to develop a sense of community in the workshops during a period in which social isolation was common. The online workshops also circumvented some barriers to participation for youth that would have made in-person attendance challenging, including transportation, parking, scheduling, and time. Concurrently, the fact that participation required access to a computer, phone, or tablet and a stable internet connection to engage in the online format meant that those experiencing socioeconomic disadvantage or living in remote/rural communities may have been precluded from participation. This tension was addressed in later iterations of our participant workshops by partnering with youth-serving community agencies to deliver online workshops when youth were attending existing onsite programs so that access to technology and/or the internet did not serve as a participation barrier.

The participants consistently expressed appreciation for the strengths-based approach to feedback, which focused on their competencies and positive characteristics. This approach not only boosted their confidence but also reinforced their sense of self-worth. The workshops created an environment where the participants felt valued and supported. The praxis approach of “learning by doing” emerged as a strength in workshop delivery. The participants found the hands-on experience of creating digital stories both engaging and educational. The supportive atmosphere, fostered by the facilitators and peers, further enhanced the learning experience. One participant noted, “I loved having a new experience creating an online story with my other peers, giving others feedback.” Another participant highlighted the professionalism and enjoyment of the experience, stating, “The facilitators were wonderful to work with. The whole idea is amazing, and having that chance to create a mini-film was fun and educational.”

The use of positive feedback and active listening was pivotal in enhancing the educational experience. The participants appreciated the collaborative and supportive environment, which contributed to their overall learning and enjoyment of the workshop. The feedback process was designed to be constructive and affirming, helping the participants recognize and build on their strengths.

3.1.3. Fostering Connection Through Communication

Despite initial concerns about the ability to facilitate connection in an online environment, the workshops successfully created a sense of community among the participants. This was achieved through several purposeful design elements. Icebreakers and jokes at the beginning and end of each session encouraged interaction, helping to break down barriers and build rapport.

Group check-ins at the start and end of each workshop session provided opportunities for the participants to connect and share their progress. These check-ins not only helped ensure that the participants were on track with their digital stories but also fostered a sense of camaraderie and mutual support.

One-on-one breakout sessions with facilitators during production time allowed the participants to receive individualized guidance on their stories. This personalized support was crucial in helping the participants develop their multimedia skills and build confidence in their storytelling abilities. The breakout sessions were highly valued by the participants, as noted by one participant who stated, “Everyone was really nice. I liked going into the breakout rooms to get extra help.”

The peer-facilitator model played a critical role in fostering connections. The participants valued the opportunity to learn from and connect with facilitators who had similar experiences. This peer-to-peer interaction was particularly effective in building trust and promoting engagement. One participant remarked, “I enjoyed getting to know the other participants and facilitators and having a creative outlet.” Another noted, “It was fun meeting new people. It was hard at first, but once we got started, it became easier and easier.”

The sense of community and mutual support that developed during the workshop was a recurring theme in the open-ended responses. The participants valued the opportunity to connect with others who had similar experiences and challenges. This sense of belonging and solidarity was an important aspect of the workshop, as it provided the participants with a supportive network of peers and facilitators. One participant expressed, “I loved being part of a group where everyone was supportive and encouraging. It made a big difference.”

3.1.4. Enhancing Self-Confidence

The workshop format, with its emphasis on facilitation skills and positive feedback, significantly improved the participants’ self-confidence and interpersonal skills. The participants reported increased confidence in their ability to provide feedback, engage in active listening, and recognize their own strengths and abilities.

One participant stated, “The workshop did a very good job at teaching/improving the skills I would need to be able to teach a person how to create a digital story and do so effectively.” Another participant highlighted the validation they received through the process, stating, “I learned it was okay to tell my story.” This validation was an important aspect of the workshop, as it helped the participants feel comfortable and empowered to share their experiences.

The participants described feeling empowered by the opportunity to create and share their digital stories. The process of storytelling allowed them to take control of their narratives and express their identities in a meaningful way. One participant shared, “I felt like my voice was heard, and my story mattered.” This sense of agency was a critical outcome of the workshop, as it contributed to participants’ overall sense of self-determination.

The participants also reported an improved confidence in their multimedia skills. One participant explained, “I learned how to use WeVideo for the first time, narrating my script, adding music and videos, and timing everything so that the narration matched the right picture and music.” This quote illustrates the depth of knowledge and confidence the participants developed throughout the workshop. The technical skills gained through the workshop not only enhanced participants’ storytelling abilities but also contributed to their overall sense of achievement and self-efficacy.

4. Discussion

This article describes the implementation and evaluation of an online digital storytelling peer-facilitator training workshop for youth with developmental disabilities. This research adds to the growing literature demonstrating the potential of digital storytelling as a pedagogical tool for skill development, offering implications for the design and implementation of accessible online workshops. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. The workshops supported the development of a range of competencies, enhancing self-confidence, and building a supportive community among the participants. Additionally, the participants highlighted how the workshop design and delivery were crucial in this process.

4.1. Key Outcomes

The workshops led to notable improvements in multimedia skills, communication skills, and leadership abilities. The quantitative data revealed substantial gains, with 80% of the participants reporting increases in multimedia skills, 90% indicating improved communication skills, and 100% experiencing enhanced leadership capabilities compared to before the workshop. These outcomes are indicative of the efficacy of the workshops in meeting their primary objectives.

While some studies in this area focus on non-disabled youth supporting disabled youth [16], this model focused on training disabled youth as peer-facilitators, which is an important contribution to the literature on accessible storytelling methods [22,23]. The workshops provided a structured yet flexible environment for the participants to develop and practice their communication skills. Through group discussions, one-on-one breakout sessions, and the process of narrating their digital stories, the participants enhanced their ability to articulate ideas, provide and receive feedback, and engage in meaningful dialogue. These skills are transferable to various aspects of their lives, including education, employment, and social interactions.

This research supports the literature that highlights how digital storytelling is key to self-representation and self-expression among people with disabilities [22,31]. It also contributes to understanding how digital stories can be used as a tool in communicating first-person perspectives when working with disabled youth. As it is identified that the voices of disabled youth are currently underrepresented in the transition process to adulthood [32], digital storytelling affords an increased understanding of the challenges of life-stage transition from the perspective of youth with developmental disabilities [7].

This research builds on previous studies about the impact of the digital storytelling process in leadership [8], but with a particular focus working with disabled youth. The workshops’ strengths-based approach, which emphasized the participants’ existing competencies and positive attributes, played a crucial role in boosting their self-confidence and self-esteem. The participants felt valued and supported, which contributed to a positive learning environment. The focus on constructive feedback and active listening further reinforced this supportive atmosphere. The sense of community and connection fostered through the workshops was another important outcome. The participants appreciated the opportunity to connect with peers and the facilitators who shared similar experiences. This sense of belonging and mutual support was vital in helping the participants feel less isolated as the participants could express themselves freely and build meaningful relationships. The peer-facilitator model created in this study was instrumental in fostering leadership skills among the participants. By assuming the role of peer-facilitators, the participants developed a sense of responsibility and gained experience in guiding others through the digital storytelling process. This experience enhanced their self-efficacy and leadership capabilities, equipping them with valuable skills for future endeavors.

4.2. Recommendations

The findings from this study have important implications for the design and implementation of digital storytelling programs related to skill development. While research in the area of digital storytelling continues to support growing pedagogical implications for participants [5,13,15,16,23,31], there is a clear need to consider accessibility at the center. Based on these findings, several recommendations can be made for future digital storytelling workshops. For instance, enhancing support with higher ratios between facilitators and participants improves accessibility to ensure participants can fully engage in the workshop, particularly for participants with complex communication needs. Other examples include flexible delivery formats that adapt to the needs of participants and using more visual-based tutorials to provide participants with the opportunity to lead the decision-making process for their stories, while not having to adapt to formats that have a negative impact on their ability to participate. Continuing to foster a sense of community and mutual support is essential. Incorporating more opportunities for peer-to-peer interactions and group activities can enhance participants’ sense of belonging and connection. Ongoing evaluations of the workshop can develop the areas of improvement and adaptability to ensure they continue to meet participants’ needs. Examples such as gathering feedback from participants and facilitators after each session can provide valuable insights for future iterations. These examples support Skouge et al. [31] in ensuring the role of technology in supporting the self-determination for disabled youth by allowing youth to share their own perspectives.

The success of this digital storytelling peer-facilitator training workshop highlights the need for educational institutions and policymakers to recognize and support innovative approaches that enhance the skills and competencies of youth with developmental disabilities. Further research with larger sample sizes and diverse participant groups is recommended to explore additional nuances and considerations in the delivery of accessible and inclusive formats of digital storytelling workshops. Longitudinal studies could provide insights into the long-term impact of such programs on participants’ personal and professional development and best practices.

Programs like “My life. My story” demonstrate the potential for digital storytelling that strives for accessibility and how it can serve as a powerful pedagogical tool, fostering not only technical skills but also personal growth and community building. As there are various applications of delivery [5], the success of the online format demonstrates the potential for digital storytelling workshops to reach a broad and diverse audience, overcoming geographical and logistical barriers. Future programs should continue to incorporate flexibility in delivery methods, offering both online and face-to-face sessions to accommodate different learning preferences and needs.

5. Conclusions

This study contributes to the literature in the field of digital storytelling as an inclusive storytelling methodology. The project has since developed a webpage that includes a report, an open-source toolkit outlining the process of delivery, and a repository of all the digital stories created through the project (https://www.multisensorystudio.ca/youth-digital-storytelling, accessed on 1 July 2024), which have been screened in various conferences and community settings. After the completion of the project, several of the peer-facilitators have continued on as hired digital storytelling facilitators for other online research projects and have shared their experiences in panel discussions and presentations.

In conclusion, the digital storytelling peer-facilitator training workshops are an effective intervention for enhancing the skills, confidence, and sense of community among youth with developmental disabilities. These findings contribute to understanding the potential of digital storytelling as an accessible pedagogical tool that centers the voices of disabled youth through celebrating creative and innovative personal storytelling in digital formats.