Inclusive education requires teachers to design instruction that benefits all students, regardless of their abilities, gender, or cultural background. Cooperative learning, a strategy that inherently fosters inclusivity, is one of the approaches that can enhance the implementation of inclusive education. Therefore, teachers need to be well-versed…

Background: A global move towards inclusivity has made inclusive education (IE) a necessity. The education of the learner with hearing loss (HL) in an IE setting remains challenging and scarcely researched. Despite government's clear position on IE, the extent to which the recommendations in the Education White Paper 6 (2001) (EWP6) are…

Society has always understood individuals with intellectual disabilities from a stance of deficiency, resulting in limited expectations and prospects for school-going adolescents with intellectual disabilities. The study used the social model of disability to explore teachers' perceptions of enablers to enhance school-based adolescents with…

Background: When supporting learners with severe intellectual disabilities, teaching methods needs to be adapted. Vona du Toit Model of Creative Ability (VdTMoCA) aims to enhance participation and facilitate adaptive responses through targeted intervention principles. This study aimed to develop and evaluate the impact of an intervention programme…

This study aims to generate thorough and comprehensive review of the teacher's perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers' attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O'Malley's…

Key-word-signing (KWS), an unaided augmentative and alternative communication (AAC) strategy, has an important role to play in the education system. To date, limited research exists regarding the use of unaided AAC strategies in the school environment, especially in low- and middle-income countries. To address this research gap, the current study…

The experiences of students with disabilities are the focus of the study, guided by the research question: What can we learn about inclusive formative assessment in work-integrated learning (WIL) from the experiences of students with disabilities? The capability approach was drawn on to theorize how inclusive formative assessment in WIL could…

South Africa's policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers'…

This study examined teachers' attitudes towards the inclusion of learners who experience barriers to learning in their classrooms. The study implemented the quantitative descriptive design. Sixty-three Foundation Phase (grades 1-3) teachers were recruited through the convenient sampling strategy from the Capricorn District in Limpopo Province in…

The transformation of higher education, in line with the South African Constitution, has led to increased enrolments of students with disabilities. However, limited research has been conducted on teaching and learning support these students receive. Access of students with disabilities in higher education is a human rights issue yet research shows…

In South Africa, scholarship on the teaching practice learning experiences for students with disabilities is a relatively new area of sociological inquiry. Social justice arrangements in the South African Higher Education policy frameworks identify the equity imperative as being of critical importance for social redress and transformation for all…

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. "New Updates in E-Learning" is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual…

Disability is a social force that arguably creates more education problems for students with disabilities than their impairments. Understanding it as a form of social oppression can lead to less exclusionary teaching and learning attitudes, beliefs, expectations and practices. Numerous studies have looked at the experiences of staff and students…

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15…

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…