DOI: https://doi.org/10.59595/ajie.03.1.4 Tanjilut Tasnuba Deputy Manager, Social Innovation Lab, BRAC, Dhaka, Bangladesh Diana Tsokova Senior Lecturer in Psychology of Special Needs in Primary Education, UCL Institute of Education, London, United Kingdom (Received 15 February 2015, Final revised version received 31July 2015) BRAC (Bangladesh Rural Advancement Committee) is the largest non-governmental organisation …
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The Effectiveness of the Inclusive Education Subject in the Pre-service Education Curriculum viewed from the Student Teachers’ Perspective
DOI: https://doi.org/10.59595/ajie.03.1.3 Jane K. Lartec Faculty, Professional Education Department, Saint Louis University, Baguio City, Philippines Ronald B. Bustos, Daisylyn L. Carpio, Cazel D. Casiano, Almarraine Joy Y. De Guzman and Heidee Suzanne L. Tongyofen Researchers, School of Teacher Education, Saint Louis University, Baguio City, Philippines (Received 10 June 2013, Final revised version received 30 May …
General Education Teachers’ Perceived Self-Efficacy in Teaching Students with Disabilities in Oman
DOI: https://doi.org/10.59595/ajie.03.1.2 Jalal Haj Hussien Ibrahim Al-Qaryouti a Madison Metropolitan School District, Wisconsin, USA b College of Education, Sultan Qaboos University, Sultanate Oman (Received 07 April 2014, Final revised version received 06 November 2014) The objective of this study was to determine general education teachers’ level of self-efficacy in teaching inclusive classrooms and to investigate …
English Bridging Programme for Immigrant Children in Hong Kong: Inclusion or Exclusion?
DOI: https://doi.org/10.59595/ajie.02.1.2 Eddy Li English Language Teaching Unit, The Chinese University of Hong Kong (Received 13August 2013, Final revised version received 24December 2013) This paper reports on a study designed to examine how the school-based curriculum of a government-funded English bridging programme in Hong Kong respondsto the linguistic needs of newly arrived children with limited …
Where Do I Send My Child with Disability? How Australian Parents Negotiate Their Kindergarten Placement Dilemmas
DOI: https://doi.org/10.59595/ajie.02.1.3 Joseph S Agbenyega Monash University, Australia Deborah Tamakloe Washington State University, USA (Received 11December 2013, Final revised version received 17April 2014) Choosing a kindergarten for young children is a highly demanding process. For parents who have children with disabilities this process can be particularly challenging, given …
The Relationship Between Quality Early Childhood Programs and Transition Services in Inclusive Education of Young Children
DOI: https://doi.org/10.59595/ajie.02.1.4 Sunanta Klibthong, Lara Fridani, Kiiko Ikegami and Joseph S Agbenyega Monash University, Australia (Received 09October 2013, Final revised version received 20April 2014) The relationship between quality early childhood programs and transition services in inclusive education for young children has not received the needed attention in current literature. School transition services are important for …
Meeting Some Challenges of Inclusive Education in an Age of Exclusion
DOI: https://doi.org/10.59595/ajie.01.2.2 Roger Slee The Victoria Institute for Education, Diversity & Lifelong Learning, Victoria University, Melbourne, Australia (Received 24 March 2013, Final revised version received 14 June 2013) Exclusion is ingrained into the global social fabric in general and education in particular. This paper takes up the challenge of international agreements and conventions affirming Education …
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Changing Paradigms and Future Directions for Implementing Inclusive Education in Developing Countries
DOI: https://doi.org/10.59595/ajie.01.2.3 Chris Forlin Department of Learning Science, Hiroshima University/ Hong Kong Institute of Education (Received 04 October 2012, Final revised version received 13 December 2012) This paper reviews how the international trend to adopting an inclusive approach to education is impacting upon developing countries. Like all regions, developing countries are unique in their requirements. …
Children with ASD as Part of the Learning Community in Three International Schools in Hong Kong: Practical Implications for Class Practice
DOI: https://doi.org/10.59595/ajie.01.2.4 Brenda Peters Department of Special Education and Counseling, Hong Kong Institute of Education Chris Forlin Department of Learning Science, Hiroshima University/ Hong Kong Institute of Education (Received 29 April 2013, Final revised version received 13 July 2013) Since the Salamanca Statement (UNESCO, 1994), there has been a global rise in the numbers of …
Reforming Teacher Education for Inclusion in Developing Countries in the Asia Pacific Region
DOI: https://doi.org/10.59595/ajie.01.1.2 Umesh Sharma Faculty of Education, Monash University, Victoria, Australia Chris Forlin Faculty of Education and Human Development, Hong Kong Institute of Education, Hong Kong, China Joanne Deppeler Faculty of Education, Monash University, Victoria, Australia Yang Guang-xue Faculty of Preschool & Special Education, East China Normal University, Shanghai, China (Received 11 September 2012, Final …