English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Using examples from the author’s experiences in Cambodia, India and the US, the paper cautions against the trend of unconditional transfer of policies and practices in inclusive education prevalent in the US, or “first generation inclusive education” countries (Kozleski & Artiles, 2014) to “second generation inclusive education countries”. Differences in political, economic, social and cultural climates make these transfers less applicable in the new contexts and therefore less effective. The paper examines specific challenges relating to implementing inclusive education and in identifying and labeling students, and suggests the need to consider indigenous or local knowledge to develop more appropriate policies and practices.

Using indigenous knowledge to provide educational services for children with disabilities