Developing Sustainable, Accountable and Contextually Appropriate Policy to Ensure High-quality Inclusive Education Chris Forlin 3-20 https://doi.org/10.59595/ajie.06.1.2 View Abstract Views: 203
Effective Teacher Training on Inclusive Practices: Using Needs and Interests to Design Professional Development and Follow-Up Support in South Africa Rebekka J. Jez and Kakoma Luneta 21-47 https://doi.org/10.59595/ajie.06.1.3 View Abstract Views: 189
Preparing Primary Level Teachers for Inclusive Education in Bangladesh Md Abu Bakor Siddik and Norimune Kawai 49-71 https://doi.org/10.59595/ajie.06.1.4 View Abstract Views: 180
Seeking Practice Informed Policy for Inclusive Education in India Richard Rose 5-22 https://doi.org/10.59595/ajie.05.1.2 View Abstract Views: 191
Attitudes toward Inclusive Education: A Comparison of General and Special Education Teachers in Taiwan Chiu-Hsia Huang and Roy K. Chen 23-37 https://doi.org/10.59595/ajie.05.1.3 View Abstract Views: 176
Identifying and Verifying Functional Communication Behaviour in Two Hong Kong Chinese Children with Autism Kathleen Tait 39-67 https://doi.org/10.59595/ajie.05.1.4 View Abstract Views: 192
Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder Angela F. Y. SIU, Z. YAN, and F. C. HO 5-25 https://doi.org/10.59595/ajie.04.1.2 View Abstract Views: 186
Promoting Inclusion of Ethnic Minority Children through Multilingual Education (MLE) in Bangladesh: Challenges and Opportunities Prashant K. Tripura and Laila Farhana Apnan Banu 27-49 https://doi.org/10.59595/ajie.04.1.3 View Abstract Views: 209
Dilemma and Challenges of Early Education Inclusion in Schools of Lucknow, Uttar Pradesh, India Deepshikha Singh 51-77 https://doi.org/10.59595/ajie.04.1.4 View Abstract Views: 182
