For full functionality, including active links, we recommend downloading the PDF. Certain interactive features may not operate within the embedded viewer.
Download this PDF file

 

Crossref Citations

1. A Conceptual Work to Qualitatively Illustrate the Potential of Holistic Thinking Approaches as Effective Tools, for the Teacher Delivering/Analyzing Affective Domain Attributes
Faizan Dastgeer, Akhtar Kalam
International Journal of Educational Reform  year: 2025  
doi: 10.1177/10567879251349159

2. Re-imagining education rights: Inclusive framework for neurodivergent learners in South Africa
Maitumeleng Nthontho, Shantha Naidoo
South African Journal of Childhood Education  vol: 15  issue: 1  year: 2025  
doi: 10.4102/sajce.v15i1.1675

3. Motivating Grade 12 learners at a quintile 3 secondary school in South Africa
Thaabit Ismail, Thobeka Mda, Nomakhaya Mashiyi
The Independent Journal of Teaching and Learning  vol: 17  issue: 1  year: 2022  
doi: 10.17159/dw39ah81

4. Experiences of siblings to children with autism spectrum disorder
Naledi Mokoena, Anwynne Kern
Frontiers in Psychiatry  vol: 13  year: 2022  
doi: 10.3389/fpsyt.2022.959117

5. Mitigating policy-to-practice disparities in inclusive education from a bioecological systems perspective: The case of selected secondary schools in the Lower Shire, Malawi
Ben de Souza
South African Journal of Education  vol: 44  issue: Supplement 1  first page: S1  year: 2024  
doi: 10.15700/saje.v44ns1a2386

6. The provision of learning support in mainstream schools: a South African perspective on learning support advisors’ roles, experiences, and challenges.
Faith Johnson,, Charlene Erasmus
The Independent Journal of Teaching and Learning  vol: 20  issue: 1  first page: 115  year: 2025  
doi: 10.17159/h0j2hc53

7. Parents’ meaning-making about having a child with significant disabilities in Bangladesh
Md Abdul Jalil, Margaret Spencer, Ilektra Spandagou
Disability and Rehabilitation  vol: 47  issue: 25  first page: 6645  year: 2025  
doi: 10.1080/09638288.2025.2519507

8. South African Teachers’ Attitudes Towards Working with Learners with Severe Intellectual Disabilities
Deveny Beard, Salome Geertsema, Mia le Roux, Marien Graham, Ensa Johnson
International Journal of Disability, Development and Education  vol: 71  issue: 7  first page: 1044  year: 2024  
doi: 10.1080/1034912X.2023.2250270

9. Using the ICF to Guide Inclusion in the African Educational Context: A Scoping Review
Alida Naude, Lin-Ju Kang, Marta Moretti, André de Souza Rocha, Gregor Ross Dørum Maxwell, Juan Bornman
Education Sciences  vol: 14  issue: 12  first page: 1290  year: 2024  
doi: 10.3390/educsci14121290

10. Factors Shaping Teachers’ Perceptions of Assessment Concessions: Evidence from South Africa
Suzanne Bester, Marien Graham, Ruzy Hattingh
Futurity Education  vol: 5  issue: 4  first page: 300  year: 2025  
doi: 10.57125/FED.2025.12.17