Vol 12 No 6 (2026)

Articles

• SCREENING FOR EMERGING LITERACY IN PRESCHOOL AND ELEMENTARY SCHOOL (RaLEPEEB – SURDEZ): PRELIMINARY DATA

  João Paulo Santos, Anabela Cruz-Santos

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• PARENTAL PERCEPTIONS OF INCLUSION: THE ROLE OF PARENTS OF TYPICALLY DEVELOPING STUDENTS IN SHAPING AN INCLUSIVE SCHOOL CULTURE

  Marina Louari

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• TEACHERS' AWARENESS, PROFESSIONAL TRAINING, AND FAMILIARITY WITH SOFT SKILLS AMONG GENERAL AND SPECIAL EDUCATION TEACHERS

  Aikaterini Vrachna, Assimina Tsibidaki

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• EXTENDING STORY READING FOR DEAF AND HARD-OF-HEARING CHILDREN: ARTIFICIAL INTELLIGENCE AS A MEDIATOR OF BILINGUAL LITERACY IN DONNA JO NAPOLI’S HANDS & HEARTS

  Ioanna Kaliakatsou

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• RETHINKING COMMUNICATION FOR LEARNERS WITH COMPLEX NEEDS: AN INSTRUMENTAL CASE STUDY OF INTENSIVE INTERACTION IN A NEW ZEALAND SPECIALIST CLASSROOM

  Kieron Hubrick, Galina Nam

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• ASSESSING THE INFLUENCE OF VIOLENCE AGAINST PRE-PRIMARY II SCHOOL CHILDREN ON ATTAINMENT OF LEARNING OUTCOMES IN KITUI COUNTY, KENYA

  Damaris K. Wambua, Catherine Murungi, Mary Ndani

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• WHERE IS THE LINE? GENERATIVE AI, PROFESSIONAL JUDGMENT, AND INCLUSIVE PRACTICE

  Tonia De Giuseppe, Julie A. Delello

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• MULTIDISCIPLINARY TEAM REHABILITATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER: A NARRATIVE REVIEW

  Erick Nyandieka Momanyi, George Wairungu

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• WILLING TO “WALK THE TALK”, OR NOT? — LEADING FOR JUSTICE IN THE INCLUSIVE CLASSROOM: PRINCIPAL PRACTICES AND EQUITY-ORIENTED DECISION-MAKING FOR STUDENTS WITH DISABILITIES IN GREEK ELEMENTARY SCHOOLS

  Georgios A. Moutsinas

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