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