Abstract:

This paper explores inclusive education for primary school students with special educational needs, with a particular focus on dyslexia and dyscalculia, in the contexts of the United Arab Emirates and Singapore. The study highlights how digital tools and modern technologies are being integrated into national strategies to support students with learning difficulties, ensuring equitable access to education. Drawing on official documents, UNESCO reports, governmental publications, and data from universities in both countries, the analysis examines key areas such as national frameworks for inclusive education, the role of ICT tools in addressing learning barriers, and teachers’ and policymakers’ perspectives on equity and access.

The comparative approach aims to identify best practices, highlight innovative strategies, and provide insights into the challenges and opportunities of implementing inclusive education supported by digital technologies. The findings will contribute to the global discussion on reducing the digital divide and promoting educational inclusivity, offering practical recommendations for policymakers and educators in diverse contexts.

Keywords:

Inclusive education, Special educational needs, ICT in education, Digital divide, UAE, Singapore.