Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools

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Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes

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Experiences of Grade 3 learners on their rights and responsibilities across diverse settings

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Exploring a mother's lived-experiences of inclusion of her child with ADHD

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Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment

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Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school

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A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools

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Investigating teachers' conceptualisation of ADHD neurodevelopment and mathematical interventions in Grade 3 Foundation Phase classes

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The dynamics of parent - educator relationships on learner academic performance in the foundation phase

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