Category Archives: Article

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 b Faculty of Education, University of Canberra, Australia c Melbourne Graduate School of Education, University of Melbourne, Australia d School of Education, University of New England, Australia e Currumbin Qld, …

Continue reading “School Principals’ Experiences of Implementing Inclusive Education in 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)     Inclusive education, as an educational reform to achieve education for all is referred to as educating students with special education needs in regular schools. This relatively new concept …

Continue reading “Factors affecting attitudes of Secondary School Educational Practitioners towards Inclusive Education in Mauritius”

DOI: https://doi.org/10.59595/ajie.09.1.4       Sulata Ajit Sankardas a a University of Northampton, UK.   (Received 27 May 2021, Final revised version received 01 September 2021)   This study aimed to provide insights into the knowledge and awareness of applying Differentiated Instruction (DI) as an interventional tool for teaching children with Autism in mainstream schools, …

Continue reading “Parent and Teacher Perspectives on Differentiated Instruction for Inclusion of Children with Autism in India”

DOI: https://doi.org/10.59595/ajie.09.1.5       Sefut-E-Shana  and Sumaiya Khanam Chowdhuryb a Jackson State University, United States b Institute of Education and Research (IER), Jagannath University, Bangladesh   (Received 13 November 2020, Final revised version received 11 July 2021)

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 …

Continue reading “Regular Primary School Teachers’ Attitudes towards Inclusion of Pupils with Autism Spectrum Disorder in Bangladesh”

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, …

Continue reading “Bhutanese Parental Awareness and Understanding of Children’s Rights and Policies for Inclusive Education”

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. …

Continue reading “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.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 …

Continue reading “Perspectives of Trainee Support Teachers on Inclusive Education in Mauritius”

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 …

Continue reading “Inclusion of Students with Intellectual Disability at Mainstream Classroom in Nepal”

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 …

Continue reading “Educational and Labor Market Issues: A case for the Transgender of Pakistan”