DOI: https://doi.org/10.59595/ajie.11.1.1 Amanda Ajodhiaa aMandala Educational Therapy (Received 22 September 2022, Final revised version received 31 March 2023) As the educational system recovers from destabilization following the Khmer Rouge, Cambodia gradually progresses toward sustainable and equitable education. Yet, inclusive educational access remains challenging for many rural Cambodian students with disabilities, especially those with neuro-developmental disabilities …
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Inclusion of students with disabilities in higher education in India: Some issues and suggestions
DOI: https://doi.org/10.59595/ajie.11.1.2 Hemendra S. Mistrya, S. C. Panigrahib aUniversity of Salamanca, Spain bThe Maharaja Sayajirao University of Baroda (Received 02 February 2023, Final revised version received 02 April 2023) Higher education has its own importance in terms of employability, political power, and national development. The Right to Persons with Disabilities Act (formerly the Persons with …
Exploring the Opportunities and Challenges of Online Practicum in Bangladesh
DOI: https://doi.org/10.59595/ajie.11.1.3 Tahmina Hoqa, Mehedi Hasan Anikb aUniversity of Dhaka, Bangladesh bUniversity of Dhaka, Bangladesh (Received 22 March 2023, Final revised version received 01 August 2023) The COVID-19 situation compelled the preservice student-teachers (PSTs) of the Institute of Education and Research (IER), Dhaka University Bangladesh, to complete their practicum online. As such, the challenges and …
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Quality Assurance model for LMS to facilitate Education and Equality
DOI: https://doi.org/10.59595/ajie.11.1.4 Md. Tarek Hasana, Farhina Akterb, Sabrina Alamc, Mahady Hasand aIndependent University, Bangladesh bIndependent University, Bangladesh cIndependent University, Bangladesh dIndependent University, Bangladesh (Received 18 April 2023, Final revised version received 30 August 2023) The integration of quality assurance (QA) metrics into a hypothesized Learning Management System (LMS) designed for higher education is critically …
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Self-esteem and Psychological Distress of Students with Special Educational Needs in Higher Education
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, Hong Kong, China cThe University of Hong Kong, Hong Kong, China (Received 29 June 2022, Final revised version received 01 September 2022) In recent years, an increasing number of …
Tutoring Students with Autism in Online Mode During the Pandemic: Survey on Special Educators of Kolkata and its vicinity
DOI: https://doi.org/10.59595/ajie.10.2.3 Roshni Mukherjeea, Santoshi Haldera aDepartment of Education, University of Calcutta, India bDepartment of Education, University of Calcutta, India (Received 28 June 2022, Final revised version received 1 November 2022) The study aims to explore the teaching milieu through the lens of special educators during the pandemic when students with autism …
Access, Equity, and Inclusion In India’s Higher Education Sector amidst The Covid-19 Pandemic
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 November 2022) As the world experienced the outbreak of COVID-19, the education system encountered a sudden shutdown. The reconfiguration of the higher education system was evident in global institutions …
Analysis of The Influence of Socio-cultural Factors on Education of the Girl-child in Mubi Education Zone of Adamawa State, Nigeria
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 December 2022) This study investigated the influence of socio-cultural factors on the girl-child education in Mubi Education Zone of Adamawa State, Nigeria. The study was a causal comparative research by …
Inclusive Teaching Competency Model and its Applicability on Elementary School Teachers of Pune District in India
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 Pune University, India (Received 01 August 2022, Final revised version received 10 December 2022) The SDG 2030 Goal 4 emphasized Inclusive Education. This paper focuses on the Inclusive …
Compiled Abstracts of AJIE: 2013-2021
AJIE Asian Journal of Inclusive Education Vol. 10, No. 1, May 2022, 7-36 ISSN 2304-1188 (Print), 2307-1087 (Online); http://www.ajiebd.net © 2022 ACIE