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2025
Vol. 21 Iss. 1 (2025)
Vol. 21 Iss. 2 (2025)
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Volume 21, Issue 2 (December 2025)
Barriers to Inclusive Education for Learners with Moderate Intellectual Impairment: Multiple Stakeholder Perspectives from Zanzibar Primary Schools
Int. J. Whole Sch. 2025, 21(2), 26-37
Teacher Preparedness and Challenges in Enacting New Experiential Learning Curriculum: A Study in Dhaka South City, Bangladesh
Int. J. Whole Sch. 2025, 21(2), 15-25
Creating Supportive Educational Environments for Students with Autism in Pakistan
Int. J. Whole Sch. 2025, 21(2), 1-14
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