Assessing Gender Differences in Teachers' Digital Literacy Skills for Assisting Students with Functional Diversity

Education provides an opportunity for all students to learn skills and knowledge that will assist them to their full potentials. However, functional diversity presents significant challenges to some students which them require additional assistance in order to learn especially in this digital era. The digital era has brought changes in education which in turn require teachers’ acquisition of the digital literacy in order to remain in assisting students with functional diversity. This work assessed gender differences in teachers’ digital for assisting students with functional diversity. Questionnaire was used for data collection. The study percentage, mean, standard deviation and t-test for data analysis. This study revealed that both male and teachers possess some digital literacy skills for assisting students with functional diversity. It found that is not a significant factor that influences teachers’ digital literacy skills for assisting students with functional. The study recommends that there should be consistent training of the teachers who handle students with diversity at least twice in a year on emerging ICT services and facilities that enhance teaching and processes for effective instructional delivery of inclusive and special education.