Relevant bibliographies by topics / Inclusive Curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive Curriculum'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Inclusive Curriculum"

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Dr., Chandrahasa G. "Inclusive Education Issues and Challenges of Inclusive Education." International Journal of Innovative Science and Research Technology 7, no. 11 (2022): 1481–83. https://doi.org/10.5281/zenodo.7463710.

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Inclusive education has a collaborative and respectful school culture. Inclusive education faces many challenges and problems. Inclusive education is taking steps to overcome many problems of education. The challenges facing inclusive education are divided in to 4 categories. Attitudinal Barriers. Social Barriers. Infrastructural Barriers. Economic Barriers.  Social and curricular adoption Making all options of education. Developing strategies for meeting the education. The curriculum should meet all the requirements of inclusive education. Achieving national integrity through curriculum. Dev
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Koerich, Ana Carolina Mosimann, Arléria Silva, Cleia Patricia Rodrigues de Sousa, et al. "DIGITAL CURRICULUM AS AN INCLUSION TOOL." ARACÊ 7, no. 6 (2025): 32713–23. https://doi.org/10.56238/arev7n6-210.

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This study addressed the impact of digital curriculum on promoting educational inclusion, focusing on accessibility for students with special needs in basic and higher education. The central research problem was to investigate how digital curricula can be structured inclusively, ensuring accessibility for all students. The general objective was to analyze the implementation of inclusive digital curricula, identifying methodologies and tools that foster educational inclusion. The research was bibliographic in nature, analyzing studies, articles, and theories on digital curriculum implementation
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Santos, Romércia Batista dos, Ana Cláudia Sousa Mendonça, Iarley Pereira de Sousa, and Veruska Pedrosa Barreto. "School education and curriculum: Common National Curriculum Base and inclusive education." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (2022): e13635. http://dx.doi.org/10.20952/jrks3113635.

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This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundati
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Bestari, Dinda, and Dety Mulyanti. "Analysis and Implementation of the Effectiveness of Independent Curriculum at the Kupompong Child Growth and Development Clinic Inclusive Education Institution in Surabaya." Journal of Education Method and Learning Strategy 2, no. 03 (2024): 1024–49. http://dx.doi.org/10.59653/jemls.v2i03.1001.

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The study aims to evaluate the effectiveness of the Independent Inclusion Curriculum in enhancing learning outcomes for students with learning difficulties, such as slow learners, and those with emotional, behavioral, and intellectual barriers, as well as ADHD. It also examines differences in curriculum implementation across various educational institutions, including therapy centers for children with special needs. This qualitative phenomenological study involved observations, interviews, and documentation at the Kupompong Surabaya Child Growth and Development Clinic. Researchers collected da
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Wren, Yvonne, and Jill Parkhouse. "Working towards an Inclusive Curriculum." International Journal of Language & Communication Disorders 33, S1 (1998): 620–25. http://dx.doi.org/10.3109/13682829809179496.

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Rapacha, Lal-Shyãkarelu. "Inclusive Curriculum in Nepal's Context." Crossing the Border: International Journal of Interdisciplinary Studies 1, no. 1 (2014): 85–102. http://dx.doi.org/10.3126/ctbijis.v1i1.10472.

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Inclusive curriculum in contemporary Nepal’s technical and higher education policy, programme, content and system is a dire need for making our education innovative technically and more competitive globally since our policy, programme, content and system till date have remained monolithic - thus feudalistic in structure as well as nature and in content mainly dominated by western colonial principle rather than by our own national indigenous knowledge. Nepal within her (its) national boundary, has a rich vein of indigenous knowledge (i.e. tangible and intangible cultural heritage including lang
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Mara, Daniel, and Elena-Lucia Mara. "Curriculum Adaption in Inclusive Education." Procedia - Social and Behavioral Sciences 46 (2012): 4004–9. http://dx.doi.org/10.1016/j.sbspro.2012.06.187.

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Kriswanto, Didi, Suyatno Suyatno, and Sukirman Sukirman. "Towards Inclusive Education: A Conceptual Model for Curriculum Management in Inclusive Schools." Indonesian Journal of Education and Social Studies 3, no. 2 (2024): 99–110. https://doi.org/10.33650/ijess.v3i2.8993.

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Providing access to learning in inclusive schools for children with special needs in Indonesia is still concerning. The implementation of the curriculum in inclusive schools has not been able to accommodate all Children with Special Needs. This study aimed to find a conceptual model of curriculum management as an alternative and practical approach to implementing inclusive schools. This study was conducted in one of the elementary schools in Yogyakarta using qualitative methods with case study. Data collection was carried out through observation, interviews, and documentation. Triangulation of
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Ummah, Aminatul. "PERENCANAAN DAN AKTUALISASI KURIKULUM DI SEKOLAH BERBASIS INKLUSI." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, no. 4 (2024): 2287–98. http://dx.doi.org/10.47668/edusaintek.v11i4.1453.

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The research based on the existence of inclusive-based schools that receive students who have special needs to study together in the regular class. Every people has equal right in education so that the government socializes for each region to have a child-friendly inclusion school with student who have special needs. Curriculum and learning are the main foundations of educational success, therefore researchers focus on curriculum management and learning in inclusive-based schools.The focus of this research is learning and Curriculum management in inclusive school. The method used in this resea
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Bracy, Wanda. "Approaches to the incorporation of diversity: Implications for the inclusive curriculum." Journal of Baccalaureate Social Work 2, no. 1 (1996): 43–62. http://dx.doi.org/10.18084/1084-7219.2.1.43.

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This article provides a typology of approaches to the inclusion of diversity in the curriculum and a discussion of the issues and concerns in the development of an inclusive curriculum. The typology consists of two broad dimensions that underlie various approaches to inclusion: 1) the diversity as variety perspective; and, 2) the diversity as critical perspective. Various approaches are classified within these two perspectives and for each approach the curriculum goals and objectives, nature of knowledge content, instructional strategies, and contributions and criticisms are presented. The art
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Dissertations / Theses on the topic "Inclusive Curriculum"

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Duke, Jennifer Kay. "Powering a curriculum for all : a critical ethnographic study of inclusive education." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75651/1/Jennifer_Duke_Thesis.pdf.

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This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and
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Otukile-Mongwaketse, Mpho Esther. "Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3435.

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Mainstream education was declared by the government of Botswana as a priority for educating learners with special educational needs especially those with Learning Difficulties - LD since 1984. The Revised National Policy on Education (1994) articulates governments‟ commitment to the education of all children, advocating for an inclusive education as much as is feasible. This study is an exploration of what teachers do in their schools and/or classrooms to implement inclusive education particularly looking at how they understand curriculum, curriculum adaptations and what they do to differentia
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Zagona, Alison, and Alison Zagona. "Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624294.

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This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across four classroom contexts revealed a comprehensive understanding of the educators' beliefs and practices in implementing inclusive education. The educators fulfilled specific roles and collaborated to support the focus students. The findings also illustrated an alignment between the class instruction and how the focus student was supported to participate in the whole and small group activities
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Marshak, Lisa R. "Curriculum enhancements in inclusive social studies classrooms effects on students with and without disabilities /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3040.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 285. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 276-284). Also issued in print.
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Park, Jeong Sun. "PROPOSAL FOR A CULTURALLY AND ETHNICALLY INCLUSIVE CURRICULUM DESIGN IN KOREAN DANCE HIGHER EDUCATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/441025.

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Dance<br>Ph.D.<br>Korea is undergoing a rapid transformation into a multiethnic society because of the influx of migrants (Kim, 2008; Han, 2007). In response, efforts to adopt multiculturalism gathered by the Korean government, and the field of education has not been an exception. (Lee & Kim, 2012; Chung 2012). While many efforts have been made to integrate multiculturalism into education, multicultural dance education programs at undergraduate institutions are non-existent or underdeveloped. This study proposes a multicultural dance education program to be considered for implementation as a r
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MacCarthy, Nicole P. "Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/803.

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Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teachi
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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Ihedinma, Augustine Uzoma. "Reconstructing the religious knowledge curriculum in Nigeria : a study of inclusive education and pedagogical reform." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020463/.

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This thesis examines the religious knowledge curriculum for junior secondary schools in order to contribute to and reinforce the implementation of the national curriculum as recommended by the national policy on education which favours a more inclusive curriculum. Literature review on the national policy on education, the national curriculum and a brief empirical study on the views of some stakeholders in Nigerian education point to the need for appropriate implementation of Nigeria's educational policies into a curriculum that will help pupils discover that religion can and does contribute to
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Letsela, Lati Martha. "Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/17614.

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Having ratified and signed many international conventions and declarations on mainstreaming gender issues, Lesotho was compelled to review some of its policies and laws to ensure equitable distribution of resources to both female and male citizens in the name of democracy and development. This study sought to establish whether progress has been made in the field of education in promoting gender sensitivity and removing gender bias and stereotypes, which among other things, manifest themselves in textbooks through textual messages and images. Taken as one of the agents of socialisation in Lesot
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Sene, Marta Regina [UNESP]. "Aulas de arte: reflexões sobre currículo, docência, criatividade e a escola inclusiva." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/145010.

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Books on the topic "Inclusive Curriculum"

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Inc, NetLibrary, ed. Inclusive teaching, inclusive learning: Managing the curriculum for children with severe motor learning difficulties. 2nd ed. David Fulton, 2004.

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York, Stacey. Big as life: The everyday inclusive curriculum. Redleaf Press, 1998.

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Maggie, Gravelle, ed. Planning for bilingual learners: An inclusive curriculum. Trentham, 2000.

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Western Australia. Dept. of Education., Victorian Directorate of School Education., and Curriculum Corporation (Australia), eds. Early moves: Primary gender inclusive curriculum units. Curriculum Corporation, 1995.

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1949-, Schade Rosemarie, Lowther Keith 1964-, and Simone de Beauvoir Institute (Montréal, Québec), eds. Gender balancing history: Towards an inclusive curriculum. Simone de Beauvoir Institute, 1993.

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Kiwan, Dina. Education for inclusive citizenship. Routledge, 2007.

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Ontario Institute for Studies in Education of the University of Toronto. Centre for Women's Studies in Education., ed. Inclusive curriculum: Strategies and resources to support K-8 curriculum development. distributed by the Centre for Women's Studies in Education, OISE/UT, 1990.

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1950-, Falvey Mary A., ed. Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. P.H. Brookes Pub. Co., 1995.

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Douglas, Fisher, Roach Virginia, and Educational Resources Information Center (U.S.), eds. Curriculum and its impact on inclusion and the achievement of students with disabilities. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Elizabeth, Castagnera, Roach Virginia, and Jorgensen Cheryl M, eds. Deciding what to teach and how to teach it: Connecting students through the curriculum and instruction. PEAK Parent Center, 1998.

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Book chapters on the topic "Inclusive Curriculum"

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Lebenhagen, Chandra. "Curriculum." In Autism and Inclusive Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032687926-7.

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Naseem, Jawiria, and Zhu Hua. "Inclusive curriculum matters." In Understanding Education Studies. Routledge, 2023. http://dx.doi.org/10.4324/9781003296935-19.

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Norwich, Brahm. "Inclusive curriculum issues." In Addressing Tensions and Dilemmas in Inclusive Education, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003326472-4.

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Westwood, Peter. "Adapting curriculum content." In Inclusive and Adaptive Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351061261-4.

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Westwood, Peter. "Adapting curriculum content." In Inclusive and Adaptive Teaching, 3rd ed. David Fulton Publishers, 2024. http://dx.doi.org/10.4324/9781032723594-4.

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Morrow, Paul. "Shaping a culturally inclusive curriculum." In Cultural Inclusion for Young People with SEND. Routledge, 2022. http://dx.doi.org/10.4324/9781003122258-3.

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Köpfer, Andreas, Marcel Veber, and Anna Bollesen. "Curriculum Design in Inclusive Education." In European Perspectives on Inclusive Education in Canada. Routledge, 2022. http://dx.doi.org/10.4324/9781003204572-20.

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Köpfer, Andreas, Marcel Veber, and Anna Bollesen. "Curriculum Design in Inclusive Education." In European Perspectives on Inclusive Education in Canada. Routledge, 2022. http://dx.doi.org/10.4324/9781003204572-20.

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Demie, Feyisa. "Inclusive Curriculum to Raise Achievement." In Black and Ethnic Minority Achievement in Schools. Routledge, 2025. https://doi.org/10.4324/9781003499633-11.

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Overland, Eleanor. "The developing curriculum." In Inclusive Computing Education in the Secondary School. Routledge, 2023. http://dx.doi.org/10.4324/9781003193685-2.

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Conference papers on the topic "Inclusive Curriculum"

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Queiroz, Adriana de Freitas Landim, William de Aguiar de Souza, Leila Cleuri Pryjma, Adriana Gimenes Constantino, Priscila Rodrigues de Freitas, and Jéssica Aline Batista Fazan. "EDUCAÇÃO INCLUSIVA." In I CONGRESSO DE EDUCAÇÃO, INTERDISCIPLINARIDADE E PRÁTICAS ESCOLARES. CEEINTER, 2025. https://doi.org/10.56579/eduinterpe.v1i1.1947.

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O artigo investiga o planejamento de ensino no Ensino Fundamental I sob a perspectiva da inclusão, com foco em como as crenças dos professores e as diretrizes curriculares influenciam a construção de planos de ensino eficazes. A pesquisa se concentra na promoção dos direitos de aprendizagem universais, com ênfase na educação inclusiva, e se orienta pela Base Nacional Comum Curricular (BNCC) e pelo Referencial Curricular do Paraná (RCP) de 2019. A pesquisa se baseia em uma análise qualitativa, buscando descrever os elementos presentes na prática pedagógica dos professores e entender suas crença
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Suhendar, Suhendar, Toni Yudha Pratama, Juhanaini Juhanaini, Dea Novitasari, Yulia Indriani, and Vairuz Meutia. "Curriculum Learning in Inclusive Class Setting." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052209981001.

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Ma’shumah, Lift, and M. Chamami. "Gender Inclusive Curriculum in Higher Education." In Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-10-2020.2303845.

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Garcia, Rosalinda, Patricia Morreale, Gail Verdi, et al. "The Matchmaker Inclusive Design Curriculum: A Faculty-Enabling Curriculum to Teach Inclusive Design Throughout Undergraduate CS." In CHI '24: CHI Conference on Human Factors in Computing Systems. ACM, 2024. http://dx.doi.org/10.1145/3613904.3642475.

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Yuwono, Imam. "Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.24.

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McBride, Elizabeth, Emmanuel Sean Peters, and Sarah Judd. "Design Considerations for Inclusive AI Curriculum Materials." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439552.

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Farrell, Stephanie, Cheryl Bodnar, and Tiago Forin. "Using concept mapping to develop inclusive curriculum." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190481.

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Mudjito, A. K., Dr Sujarwanto, and Muhammad Nurul Ashar. "Management of Inclusive School Curriculum in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.46.

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Yurok, Tatiana. "Correctional curriculum in the context of inclusive education." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-193-194.

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Sartinah, Endang Pudjiastuti, and Murtadlo. "The Management of Inclusive Schools’ Curriculum in Indonesia." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.159.

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Reports on the topic "Inclusive Curriculum"

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Tallant, Julia, and Catherine Schaefer. Tailored Resources to Make a Sexual Health Curriculum More Inclusive of LGBTQ+ Youth. Child Trends, Inc., 2024. http://dx.doi.org/10.56417/8751p7357a.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stak
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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, &amp; Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities
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Bonnet, Brittany. Empowering the Voice of the Female Student: A Gender Inclusive Approach to the High School Language Arts Curriculum. Portland State University Library, 2015. http://dx.doi.org/10.15760/honors.149.

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Darling-Hammond, Kia, and Linda Darling-Hammond. The civil rights road to deeper learning. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/462.143.

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This brief describes the key civil rights foundations that have been—and continue to be—essential to paving a path toward possibilities for deeper learning for all: those that secure safe communities, adequate school resources, inclusive environments, well-prepared teachers, and access to quality curriculum. It identifies the evidence-based policies and practices that can ensure that every student has access to a high-quality education focused on meaningful learning.
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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup
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McElhaney, Kevin, and Danae Kamdar. Updated Summary and Synthesis of OpenSciEd Research. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/231.

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This report summarizes and synthesizes OpenSciEd research published from October 2022 to September 2024. This review includes 24 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and book chapters), which fall into five broad categories based on their main area of focus: design, classroom enactment, teacher supports, system-level implementation, and student outcomes. The paper summarizes each paper and synthesizes the papers’ insights into five overarching themes: (1) curriculum design tensions, (2) promoting inclusive classroom cu
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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help pr
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and t
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10

Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mi
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