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. …
Category Archives: Article
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 …
Preparing Primary Level Teachers for Inclusive Education in Bangladesh
DOI: https://doi.org/10.59595/ajie.06.1.4 Md Abu Bakor Siddika and Norimune Kawaia, b a Graduate School for International Development and Cooperation, Hiroshima University, Japan b Graduate School of Education, Hiroshima University, Japan (Received 19 October 2018, Final revised version received 12 November 2018) The government of Bangladesh has introduced inclusive education for all …
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Seeking Practice Informed Policy for Inclusive Education in India
DOI: https://doi.org/10.59595/ajie.05.1.2 Richard Rosea a Professor of Inclusive Education, Centre for International Inclusive Pedagogy and Research, Faculty of Education and Humanities, University of Northampton, UK (Received 01 February 2017, Final revised version received 05 May 2017) The sustainable development Goals and directives including the Salamanca Statement have encouraged debate …
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Attitudes toward Inclusive Education: A Comparison of General and Special Education Teachers in Taiwan
DOI: https://doi.org/10.59595/ajie.05.1.3 Chiu-Hsia Huanga and Roy K. Chenb a Department of Special Education, National PingTung University, Taiwan b School of Rehabilitation Services and Counseling, University of Texas Rio Grande Valley, USA (Received 01 November 2016, Final revised version received 16 June 2017) The purpose of this study …
Identifying and Verifying Functional Communication Behaviour in Two Hong Kong Chinese Children with Autism
DOI: https://doi.org/10.59595/ajie.05.1.4 Kathleen Taita a Department of Education Studies, Macquarie University, Sydney, NSW, Australia (Received 21 February 2017, Final revised version received 26 June 2017) This study examined the idiosyncratic and subtle behaviours of two young children with Autism living in Hong Kong SAR by …
Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder
DOI: https://doi.org/10.59595/ajie.04.1.2 Angela F. Y. SIUa , Z. YANb and F. C. HOc a Associate Professor, Department of Educational Psychology, The Chinese University of Hong Kong. b Assistant Professor, Department of Curriculum and Instruction, The Education University of Hong Kong. c Adjunct Assistant Professor, Department of Special Education and Counseling, The Education University of Hong Kong …
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Promoting Inclusion of Ethnic Minority Children through Multilingual Education (MLE) in Bangladesh: Challenges and Opportunities
DOI: https://doi.org/10.59595/ajie.04.1.3 Prashanta K. Tripuraa and Laila Farhana Apnan Banub a Part-time Faculty, Department of Economics and Social Sciences, BRAC University. b Education Officer, UNICEF Bangladesh. (Received 15 February 2015, Final revised version received 30 August 2016) At the policy level in Bangladesh, there is generally a supportive environment and commitment among all …
Dilemma and Challenges of Early Education Inclusion in Schools of Lucknow, Uttar Pradesh, India
DOI: https://doi.org/10.59595/ajie.04.1.4 Deepshikha Singha a Research Associate, Jawaharlal Nehru University, New Delhi, India (Received 27 March 2016, Final revised version received 30 September 2016) The main purpose of this paper is to present the specific dilemma and challenges experienced by teachers while practicing early education inclusion of young children with disabilities …