Category Archives: December 2021

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)