Digitally inclusive education: anupdated review Digital divides in inclusive education

Abstract

Inclusive education is an opportunity to achieve the productive integration of many people with valuable skills for the development of society. However, when talking about the access of students with special needs to the digital environment, we must recognize the existence of large gaps despite the importance of its use in the labor field today. Thus, the objective of this article was to review the bibliographic evidence on the factors affecting digital divides in inclusive education contexts during the period 2017-2022. The research work was developed under the design of a systematic review with the PRISMA method, which investigates and assesses the condition of the evidence stored in databases such as Scopus, EBSCO and ScienceDirect, no older than five years. In this sense, the inclusion and exclusion criteria used were typology, availability, type of study, participants, date of publication and language, considering an age of less than 5 years. A total of 164 articles were obtained, all of scientific quality, which were subsequently reviewed. After filtering for access, language, year and participants, eight articles were obtained. After systematizing selected qualitative research articles, we can conclude that, firstly, cross-cutting ICT competence does not fulfill its purpose due to the lack of digital public policy. Secondly, that there is greater neglect in adults for ICT inclusion, with a digital gap for people with disabilities. And finally, that the reduction of digital gaps will create new opportunities, the need for committed policies and resources for ICT programs.