An experiment assessed how adult students with intellectual disabilities (ID) evaluate online forum recommendations compared to two control groups: chronological age-matched students with higher educational levels and younger students with similar verbal mental age. Students with ID recommended forum advice more frequently, regardless of authorship or evidence, and included more unrelated opinions and sources in their messages. The results suggest that students with ID may have atypical development in evaluating online recommendations, highlighting the need for improved digital literacy education for individuals with ID.