IJSIE ABSTRACTS
DOI:
https://doi.org/10.38140/ijsie.v1i1.1396Keywords:
Disseminating knowledge, , Inclusive society, Inclusive educationAbstract
The International Journal of Studies in Inclusive Education (IJSIE) is a double-blinded, peer-reviewed, fully open-access journal providing an advanced platform and opportunities for inclusive education-related research outputs.
The Editorial Board welcomes empirical, conceptual, academic, and theoretical articles critically analysed and interpreted in all its holistic approach to inclusive education: inclusive education, learning barriers, learners, or students with special needs, etc. The scholarly articles must be prepared, treated, and interpreted with the same academic rigor expected of academic research. The IJSIE aims to provide an interdisciplinary forum for scholars, publishing professionals, librarians, and others to communicate original research that addresses current issues informed by the best practices. Scholarly publishing has only recently begun to exploit the full potential of networked digital technologies, which affects the broader process of research communication, including public access to and engagement with research. Influential trends towards responsible research and innovation, the globalisation of research, the emergence and inclusion of new or previously excluded stakeholders, and the advent of open science are reshaping scholarly publishing's scope and nature. The social, legal, and ethical dimensions of publications continue to co-evolve with these changes. Publications aim to provide an interdisciplinary forum for scholars, publishing professionals, librarians, and others to communicate original empirical and theoretical research on these and related topics to address current issues and inform best practices.
References
Chegovo, R. W. (2024). Teachers implementing Zimbabwean sign language regulatory frameworks for deaf learners in special schools. International Journal of Studies in Inclusive Education, 1(1), 58-68. https://doi.org/10.38140/ijsie.v4i1.1289
Dube, L. (2024). Dropping out of learners with hearing impairment from inclusive classes in urban schools in Bulawayo. International Journal of Studies in Inclusive Education, 1(1), 25-31. https://doi.org/10.38140/ijsie.v1i1.1269
Lebona, L., Monyane, M., & Mukuna, K. R. (2024). Fostering an enabling environment for Learners with Special Needs in rural primary schools in Lesotho. International Journal of Studies in Inclusive Education, 1(1), 40-47. https://doi.org/10.38140/ijsie.v1i1.1280
Mabulana, K., & Mukuna, K. R. (2024). Exploring the use of selective learning to enhance effective learning interest among grade 10 learners in schools in the Motheo district in Free State Province. International Journal of Studies in Inclusive Education, 1(1), 69-75. https://doi.org/10.38140/ijsie.v1i1.1309
Mantwa, M. (2024). Basotho learners’ challenges affect effective learning in a rural high school during the COVID-19 era. International Journal of Studies in Inclusive Education, 1(1), 18-24. https://doi.org/10.38140/ijsie.v1i1.1260
Marenyenya, M. (2024). Exploring student teachers' stressors on teaching practice in the COVID-19 era in Masvingo District, Zimbabwe. International Journal of Studies in Inclusive Education, 1(1), 76-84. https://doi.org/10.38140/ijsie.v1i1.1318
Mbongo, D. N. (2024). Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools. International Journal of Studies in Inclusive Education, 1(1), 93-98. https://doi.org/10.38140/ijsie.v4i1.1288
Mokoena, N. (2024). Exploring teachers' experiences in teaching learners with Dissociative identity disorder at rural schools in the Amajuba district Kwa-Zulu Natal. International Journal of Studies in Inclusive Education, 1(1), 32-39. https://doi.org/10.38140/ijsie.v1i1.1278
Monyane, M. (2024). Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions. International Journal of Studies in Inclusive Education, 1(1), 85-90. https://doi.org/10.38140/ijsie.v1i1.1338
Mukuna, K. R. (2024). Disseminating our knowledge in an inclusive society: An inaugural editorial statement. International Journal of Studies in Inclusive Education, 1(1), 99-104. https://doi.org/10.38140/ijsie.v1i1.1395
Muluvhu, M. (2024). Effectiveness of guidance and counselling in promoting learners’ academic success in rural secondary schools, Vhembe district. International Journal of Studies in Inclusive Education, 1(1), 48-51. https://doi.org/10.38140/ijsie.v1i1.1281
Mutonhodza, L. (2024). Teachers’ challenges encountered in marketisation of education systems at primary schools in the Mbare-Hatfield district. International Journal of Studies in Inclusive Education, 1(1), 1-6. https://doi.org/10.38140/ijsie.v1i1.1240
Thobeka, M. (2024). Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school. International Journal of Studies in Inclusive Education, 1(1), 7-17. https://doi.org/10.38140/ijsie.v1i1.1258
Tsiu, N. (2024). Teachers’ and principals’ challenges in implementing Life Skills Education at secondary schools in Lesotho. International Journal of Studies in Inclusive Education, 1(1), 52-57. https://doi.org/10.38140/ijsie.v1i1.1284
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