DOI: https://doi.org/10.59595/ajie.08.1.2 Mst. Maleka Pervina and Monzia Mushtaqb a Department of Psychology, University of Dhaka, Bangladesh b Psychosocial Counselor and Lecturer Counseling Unit, BRAC University, Bangladesh (Received 14 April 2020, Final revised version received 30 September 2020) The purpose of the study was to investigate the attitudes of teachers towards …
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Bhutanese Parental Awareness and Understanding of Children’s Rights and Policies for Inclusive Education
DOI: https://doi.org/10.59595/ajie.08.1.3 Karma Jigyela, Judith A. Millerb, Sofia Mavropoulouc and Jeanette Bermand a Paro College of Education, Royal University of Bhutan, Paro, Bhutan b University of New England, School of Education, Armidale, New South Wales, Australia c Queensland University of Technology, Brisbane, Queensland, Australia d University of New England, School of Education, Armidale, …
Inclusion of Children with Disabilities in Early Childhood Development Programs in Nepal: Construction of a Stakeholder Informed Framework
DOI: https://doi.org/10.59595/ajie.08.1.4 Divya Dawadia and Kerry Bissakerb a b Flinders University, Australia (Received 27 March 2020, Final revised version received 30 December 2020) Nepal’s Early Childhood Education and Development (ECED) programs are designed to support young children’s holistic development including a focus on physical, emotional, social, moral and intellectual development. …
Editorial: (Coming Soon)
Perspectives of Trainee Support Teachers on Inclusive Education in Mauritius
DOI: https://doi.org/10.59595/ajie.07.1.2 Komal Reshma Gungapersanda a English Department, Mauritius Institute of Education, Mauritius (Received 01 July 2019, Final Revised Version Received, 17 December 2019) This research explored the perspectives of trainee Support Teachers at the Mauritius Institute of Education on inclusive education, based on their practice. It showed that the …
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Inclusion of Students with Intellectual Disability at Mainstream Classroom in Nepal
DOI: https://doi.org/10.59595/ajie.07.1.3 Salpa Shresthaa a Kathmandu University School of Education, Kathmandu, Nepal (Received 30 January 2019, Final revised version received 22 November 2019) The constitution of Nepal provides an inherent right to every child with special education need to attend community school nearby. But lack of necessary infrastructure and appropriate teacher trainings hinders …
Educational and Labor Market Issues: A case for the Transgender of Pakistan
DOI: https://doi.org/10.59595/ajie.07.1.4 Muhammad Afzan Munira and Salman Abdullahb a Independent Researcher,Pakistan b Aitchison College, Lahore,Pakistan (Received 13 June 2019, Final Revised Version Received 20 December 2019) This paper explores the issues that the third gender faces in terms of education and labor market opportunities in Pakistan in the Post “Transgender Protection …
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Policy Reform for Inclusive Education
M. Tariq Ahsan a a Professor, Institute of Education and Research, University of Dhaka, Bangladesh
Developing Sustainable, Accountable and Contextually Appropriate Policy to Ensure High-quality Inclusive Education
DOI: https://doi.org/10.59595/ajie.06.1.2 Chris Forlina a International Consultant on Inclusive Education (Received 25 September 2018, Final revised version received 29 October 2018) In this discussion paper, developing inclusive education policy is acknowledged as being a complex process that needs to be embedded within the unique and diverse characteristics within individual countries. …
Effective Teacher Training on Inclusive Practices: Using Needs and Interests to Design Professional Development and Follow-Up Support in South Africa
DOI: https://doi.org/10.59595/ajie.06.1.3 Rebekka J. Jeza and Kakoma Lunetab a School of Leadership and Education Sciences, University of San Diego, United States b Faculty of Education, University of Johannesburg, South Africa (Received 10 October 2018, Final revised version received 11 November 2018) Research has found effective teacher …