{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,2]],"date-time":"2026-05-02T15:10:06Z","timestamp":1777734606472,"version":"3.51.4"},"reference-count":62,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,3,1]],"date-time":"2026-03-01T00:00:00Z","timestamp":1772323200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,3,1]],"date-time":"2026-03-01T00:00:00Z","timestamp":1772323200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100009392","name":"Prince Sattam bin Abdulaziz University","doi-asserted-by":"publisher","award":["PSAU-GSP-RDFP-2025-0140"],"award-info":[{"award-number":["PSAU-GSP-RDFP-2025-0140"]}],"id":[{"id":"10.13039\/100009392","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["INQUIRY"],"published-print":{"date-parts":[[2026,3]]},"abstract":"<jats:sec>\n                    <jats:title>Introduction:<\/jats:title>\n                    <jats:p>Digital inclusion, understood as a multidimensional construct extending beyond basic access to encompass skills, support, and meaningful participation, remains inadequately conceptualized in national policy frameworks, particularly for neurodiverse populations in Global South states such as Saudi Arabia.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>A qualitative policy analysis was conducted using Framework Analysis, examining 9 policy and grey documents from Saudi Arabian governmental bodies, including accessibility policies, disability legislation, digital government guidelines, and strategic frameworks. Documents were analyzed through systematic familiarization, thematic framework development, indexing, charting, and interpretation stages. The analysis was aligned with Sustainable Development Goals 3, 4, and 10.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>Ten thematic areas were identified. Digital inclusion efforts rely primarily on international accessibility benchmarks and technical compliance standards, with underlying assumptions frequently conflating disability with digital illiteracy. While the 2019 Disability Law and Vision 2030 represent significant policy advancements, inconsistencies persist in support definitions and implementation across sectors. Reported outcomes include improved health service delivery\u2014such as sign language interpretation services reaching over 35\u2009000 individuals\u2014and educational platform success, notably the Madrasati platform recognized globally during COVID-19. Persistent barriers include physical inaccessibility, digital literacy deficits, sensory and cognitive constraints, and deficit-oriented policy language.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion:<\/jats:title>\n                    <jats:p>Achieving meaningful digital inclusion requires shifting from technical conformity to user-centered design, establishing consistent vulnerability definitions, investing in capacity-building, and implementing SDG-aligned monitoring systems to track progress and support adaptive policy refinement for vulnerable populations.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/00469580261443129","type":"journal-article","created":{"date-parts":[[2026,4,24]],"date-time":"2026-04-24T11:08:12Z","timestamp":1777028892000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Digital Inclusion for Neurodiverse and Vulnerable Communities in the Global South: A Policy Analysis Study"],"prefix":"10.1177","volume":"63","author":[{"given":"Ahmed Yahya","family":"Almakrob","sequence":"first","affiliation":[{"name":"Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0837-4915","authenticated-orcid":false,"given":"Ahmed","family":"Alduais","sequence":"additional","affiliation":[{"name":"Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Alex","family":"Mhone","sequence":"additional","affiliation":[{"name":"Department of Geography and Social Studies, Faculty of Education, Catholic University of Malawi, Lilongwe, Malawi"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Borey","family":"Be","sequence":"additional","affiliation":[{"name":"Cooperation Committee for Cambodi, Phnom Penh, Cambodia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tahira","family":"Yasmeen","sequence":"additional","affiliation":[{"name":"School of Education, Minhaj University Lahore, Pakistan"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tariq","family":"Alanazi","sequence":"additional","affiliation":[{"name":"Department of English Language and Literature, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2026,4,24]]},"reference":[{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.telpol.2021.102206"},{"key":"e_1_3_2_4_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.techsoc.2022.102141"},{"key":"e_1_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.xcrm.2023.101356"},{"key":"e_1_3_2_6_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.techsoc.2020.101509"},{"key":"e_1_3_2_7_2","doi-asserted-by":"publisher","DOI":"10.1186\/s12954-024-01012-y"},{"key":"e_1_3_2_8_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.techfore.2022.121607"},{"key":"e_1_3_2_9_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.ssmph.2025.101751"},{"key":"e_1_3_2_10_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.ipm.2019.102072"},{"key":"e_1_3_2_11_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.giq.2024.101913"},{"key":"e_1_3_2_12_2","doi-asserted-by":"publisher","DOI":"10.1080\/19322909.2018.1427657"},{"key":"e_1_3_2_13_2","article-title":"Students\u2019 social accessibility to improve quality of multimedia resources in a blended-learning environment","author":"Rodrigo C.","year":"2015","unstructured":"Rodrigo C. 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