Vol. 12 No. 2 (2024)

General Articles

• Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria

  Aderibigbe Samson Akinwumi, Adeleke Owoade Philip, Akintoye Oluyemi Ayorinde, Mabel Obioma Ajah, Ahuenasebhor Emmanuel, Okoye Joy Sade, Igbineweka Paul Osa, Ogunjimi Blessing Etukudo, Apie Martina Ayibeya, Ntino Martina Ongbonya, Okoi Ikpi Inyang, Obeten Okoi Okorn, Offem Christopher Okoi, James Daniel Daniel, Itam Ben Edet, Orim Samuel Orim

  47-55

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• The Effectiveness of Acceptance and Commitment Therapy in Reducing the Symptoms of Attention Deficit Hyperactivity Disorder among Intellectual Gifted Students and Improving their Cognitive Flexibility

  Mahmoud Mohamed Eltantawy, Hanan Nagy Abd El-Naiem

  56-68

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• The Inner World and Formation of the Paranoid Personality Type in Persons with Intellectual Disabilities

  Liana Spytska

  69-82

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• Directions and Practices for Implementing Early Care for Children with Developmental Disabilities in Ukrainian and Swedish ECEC System

  Valentyna Tarasun, Nataliia Melnyk, Tetiana Stepanova, Tamiliia Dotsevych, Olena Al-Mrayat

  83-91

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• Special Education Teachers' Perceptions of Using Artificial Intelligence in Educating Students with Disabilities

  Nouf Abdullah Alsudairy, Mahmoud Mohamed Eltantawy

  92-102

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