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ISSN: 2521-8999 (print)

ISSN: 2523-5710 (online)

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Sign Language Interpreters Encounter Challenges in Inclusive Settings at Public and Private Institutions

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Using Differentiated Instruction in Inclusive Schools: A Qualitative Analysis of Prospective Teachers’ Self-Efficacy

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Role of Shadow Teacher in the provision of Academic and Social Support for Children with Special Needs at Inclusive Schools

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Inclusive Education Practices in Australia (Victoria) and Pakistan: Readiness of School Education System, Teachers’ Training, Pedagogy, Curriculum and Assessment

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Effects of Training for In-Hand Manipulation on Legibility of Urdu Handwriting

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