DOI: https://doi.org/10.59595/ajie.10.2.2 Hoi Nga NGa, Kam Weng BOEYb, Chi Wai KWANc aCaritas Institute of Higher Education, Hong Kong, China bCaritas Institute of Higher Education,
DOI: https://doi.org/10.59595/ajie.10.2.3 Roshni Mukherjeea, Santoshi Halderb aDepartment of Education, University of Calcutta, India bDepartment of Education, University of Calcutta, India (Received 28 June
DOI: https://doi.org/10.59595/ajie.10.2.4 Shnaoli Chakraborty Acharyaa aDepartment of Education, West Bengal State University, Barasat, Kolkata, India (Received 31 July 2022, Final revised version received 15
DOI: https://doi.org/10.59595/ajie.10.2.5 Stephen Tizhe Kojigilia aDepartment of Educational Foundations, Adamawa State University Mubi, Nigeria (Received 15 June 2022, Final revised version received 01
DOI: https://doi.org/10.59595/ajie.10.2.6 Devjani Chakravartya, Geeta Shindeb aDepartment of Education & Extension, Savitribai Phule Pune University, India bDepartment of Education & Extension, Savitribai Phule
DOI: https://doi.org/10.59595/ajie.10.1.Editorial M. Tariq Ahsan a a Professor, Institute of Education and Research, University of Dhaka, Bangladesh
DOI: https://doi.org/10.59595/ajie.10.1.Compiled Abstracts AJIE Asian Journal of Inclusive Education Vol. 10, No. 1, May 2022, 7-36 ISSN 2304-1188 (Print), 2307-1087 (Online); https://ajiebd.net © 2022 ACIE
Inclusion in Action: Leadership, Attitudes, and Adaptive Pedagogies across Contexts DOI: https://doi.org/10.59595/ajie.09.1.Editorial M. Tariq Ahsan, PhDa aProfessor, Institute of Education and Research (IER), University of
DOI: https://doi.org/10.59595/ajie.09.1.2 Rinchen Dorjia, David Patersonb, Lorraine Grahamc, Judith Millerd and Jeff Baileye a Samtse College of Education, Royal University of Bhutan, Bhutan
DOI: https://doi.org/10.59595/ajie.09.1.3 Nazia Abdoula-Dhunya a Open University of Mauritius, Mauritius. (Received 09 March 2021, Final revised version received 20 June 2021)
