Vol. 12 No. 1 (2026)

Articles

• THE INTERPLAY OF EDUCATIONAL SUPPORT AND STUDENT PARTICIPATION IN INCLUSIVE EDUCATION

  Hristina R. Fidosieva

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• IDENTIFYING THE AVAILABILITY OF INFORMATION COMMUNICATION TECHNOLOGY IN THE SPECIAL PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA

  Keitany Julia Jelagat

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• INCLUSIVE EDUCATION FRAMEWORK BEING IMPLEMENTED IN SWEDEN: THE ESSUNGA MODEL

  Mark Stuart McInnes

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• EDUCAÇÃO ESPECIAL E MODELO BIOPSICOSSOCIAL NO ACOMPANHAMENTO PSICOTERÁPICO NEUROAFIRMATIVO À ESTUDANTE UNIVERSITÁRIO AUTISTA

  Serena Rosa Zaia Da Costa, Fabio Biasotto Feitosa

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• INCLUSIVE EDUCATION IN ALBANIA: CHALLENGES AND OPPORTUNITIES

  Iris Mançi

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• IDENTIFYING THE FACTORS INFLUENCING PARENTS' DECISIONS TO CHOOSE ENGLISH-MEDIUM SCHOOLS OVER BILINGUAL SCHOOLS IN NAIROBI CITY COUNTY, KENYA

  Kevogo Flois Migalusia, Teresa Mwoma

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• LITERATURE REVIEW AND THE BIG IDEAS OF SUPPORTING STUDENTS WITH ADHD AND THEIR TEACHERS THROUGH MULTILITERACIES AND RELATIONAL PEDAGOGY

  Mark Stuart McInnes

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• STAKEHOLDERS’ PERCEPTIONS ON THE SKILLS DEVELOPMENT TEVET CURRICULUM FOR STUDENTS WITH VISUAL IMPAIRMENT IN TEVET INSTITUTIONS IN ZAMBIA

  Oscar Sinkala, Kenneth Kapalu Muzata, Kalisto Kalimaposo

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• BARRIERS TO ACCESSING AND EFFECTIVELY USING ASSISTIVE TECHNOLOGY AMONG LEARNERS WITH LEARNING DISABILITIES IN THE BRAEBURN INTERNATIONAL SCHOOLS

  Isaac Yamo, Jessina Muthee

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