Category Archives: December 2020
Regular Primary School Teachers’ Attitudes towards Inclusion of Pupils with Autism Spectrum Disorder in Bangladesh
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 …
Bhutanese Parental Awareness and Understanding of Children’s Rights and Policies for Inclusive Education
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, …
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.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. …