Vol. 3 No. 2 (2026) | International Journal of Studies in Inclusive Education

Policy versus practice: Exploring the state of inclusive education in marginalised urban public schools through a cultural

Nkululeko Hadebe

1-8

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Reimagining accounting education in rural South African schools: Collaborative pedagogy for inclusive learning and analytical skill development

Walusa Ajuma

9-18

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Disability inclusive practice: Assessment, management and rehabilitation of learners with diverse needs

Augusta Nkem Molokwu, Kayode Kazeem Kareem, Paul Ojokheta, Lukuman Oyewole Yekinni, Oyeyemi Omolayo Oladimeji

19-24

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Exploring high school principals’ perceptions of the influence of school fees on inclusive education in Eswatini

Siboniso Phathumuzi Dlamini

25-30

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Graffiti as public pedagogy: Cross-institutional collaboration for student expression, healing, and transformation

Sharon Margaretta Auld

31-39

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School governing body engagement as a catalyst for strengthening learner discipline in contexts of multiple deprivations

Goodness Hlengiwe Khanyile

40-47

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Policy–practice gap in implementing competency-based curriculum in Southern African secondary schools

Masa Sylvester Motadi

48-55

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Barriers faced by visually impaired students in using the modular object-oriented dynamic learning environment at a university in Namibia

Sara Georgina Haimbodi, Anna Niitembu Hako

56-65

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Mentorship in open distance e-learning: Enhancing mentees’ academic development, career trajectories, and progress toward SDG 4

Themba Ralph Mkhize, Thulani Andrew Chauke, Lina Mmakgabo Methi, Ntandokamenzi Dlamini

66-74

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Integrated AAC practices in school and home: Insights from Sekhukhune special schools, Limpopo province

Maite Elias Maebana

75-80

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International Journal of Studies in Inclusive Education
Journal / International Journal of Studies in Inclusive Education / Vol. 3 No. 2 (2026) / Articles

Articles

Policy versus practice: Exploring the state of inclusive education in marginalised urban public schools through a cultural

Reimagining accounting education in rural South African schools: Collaborative pedagogy for inclusive learning and analytical skill development

Disability inclusive practice: Assessment, management and rehabilitation of learners with diverse needs

Exploring high school principals’ perceptions of the influence of school fees on inclusive education in Eswatini

Graffiti as public pedagogy: Cross-institutional collaboration for student expression, healing, and transformation

School governing body engagement as a catalyst for strengthening learner discipline in contexts of multiple deprivations

Policy–practice gap in implementing competency-based curriculum in Southern African secondary schools

Barriers faced by visually impaired students in using the modular object-oriented dynamic learning environment at a university in Namibia

Mentorship in open distance e-learning: Enhancing mentees’ academic development, career trajectories, and progress toward SDG 4

Integrated AAC practices in school and home: Insights from Sekhukhune special schools, Limpopo province

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