The Digital Divide in Inclusive Classrooms
Badriya AlSadrani, Mohammed Alzyoudi, Negmeldin Alsheikh, Elazab Elazab Elshazly
Abstract
The digital divide affects equity in inclusive classrooms. It can create a gap in accessing information-communication-technology (ICT) resources or inequalities in skills and effective use. The present study is a qualitative SWOT analysis; it explores teachers’ views on access and use issues that widen the digital divide in inclusive classrooms in the UAE. Six teachers from intermediate and secondary-level schools were interviewed to identify the strengths, weaknesses, opportunities, and threats associated with ICT use and access in their inclusive classrooms. The semi-structured interviews were analyzed, using thematic analysis. The study found that, although all of the students, irrespective of disabilities, have equal access to ICT resources, various factors—including a lack of training, insufficient resources, heavy workloads, and a shortage of human resources—are expanding the digital divide in inclusive classrooms. This study discusses ways to overcome the challenges and implications; it recommends research avenues for future studies. https://doi.org/10.26803/ijlter.19.3.5