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"I Need to Love and to Be Loved": Perspective of Young Adults with Hearing Loss in Kabul-Afghanistan

Freba Amarkhail, Fahima Ibrahimkhil, Suriati Sidek
52-65
Abstract Views : 158
Download :113
10.47985/dcidj.386

Effectiveness of Caregiver Education for Prevention of Shoulder Pain in Acute Stroke Survivors: A Randomised Controlled Trial

Jerome Dany Praveen Raj, Sebestina Anita Dsouza, Amith Sitaram, Shashikiran Umakanth
66-80
Abstract Views : 227
Download :177
10.47985/dcidj.378

Teachers’ Attitudes towards Inclusion of Blind or Partially-Sighted Students in Secondary Schools in Nigeria

Paul Ajuwon, George Chitiyo, Liziana N Onuigbo, Adaka T Ahon, James E Olayi
33-51
Abstract Views : 197
Download :161
10.47985/dcidj.370

Inclusive Education at the crossroads in Ashanti and BrongAhafo regions in Ghana: Target not achievable by 2015

Maxwell Peprah Opoku, Eric Badu, Michael Amponteng, Elvis Agyei-Okyere
63-78
Abstract Views : 148
Download :106
10.5463/dcid.v26i1.401

Greek Secondary Education Teachers’ Views on Inclusive Education of People with Intellectual Disabilities

Panagiotis Giavrimis
7-25
Abstract Views : 121
Download :112
10.47985/dcidj.388

Inclusive Education for Students with Intellectual Disability

DJK Cornelius, Janaki Balakrishnan
81-93
Abstract Views : 627
Download :385
10.5463/dcid.v23i2.111

Employment Needs of Young Adults with Visual Disability need to be recognised in Kabul, Afghanistan

Fahima Ibrahimkhil, Freba Amarkhail, Suriati Sidek
104-126
Abstract Views : 148
Download :147
10.47985/dcidj.390

Inclusive Education in Bangladesh: Are Pre-service Teachers Ready to Accept Students with Special Educational Needs in Regular Classes?

Md Saiful Malak
56-81
Abstract Views : 192
Download :208
10.5463/dcid.v24i1.191

Perspectives of Caregivers on Pubertal Changes among Young Adolescent Girls with Cerebral Palsy: a Qualitative Analysis

Arathi P Rao, Hitesh Shah, Shyamala Guruvare, Manisha Gore, Kesavan Rajasekharan Nayar, Bindhya...
76-90
Abstract Views : 167
Download :160
10.47985/dcidj.465

Community-based Inclusive Education: Best Practices from Nicaragua, El Salvador, Guatemala and Honduras

Katharina Pförtner
72-81
Abstract Views : 273
Download :156
10.5463/dcid.v25i1.321

People with Physical Disabilities playing Light Volleyball: A Qualitative Study in Hong Kong

Ka Man Leung, William Chu, Ming-Yu Wong
138-150
Abstract Views : 188
Download :149
10.47985/dcidj.400

International Continuing Education for Rehabilitation Workers in Honduras: a Pre-test Post-test Evaluation

Adriana Angarita-Fonseca, Stacey Lovo, Isabel Cristina Gomez-Diaz, Julia Bidonde, Martha Liliana...
13-39
Abstract Views : 173
Download :99
10.47985/dcidj.451

Inclusive Education and Disabilities: Narratives from Ghana

Emma Seyram Hamenoo, Victoria Dayan
37-51
Abstract Views : 105
Download :118
10.47985/dcidj.385

Uzbekistan: Case for Inclusion

Galina Nam
94-111
Abstract Views : 214
Download :159
10.5463/dcid.v30i1.816

Efficacy of the Smartphone App for sending Text Reminders to reduce ‘No Shows’ in Speech Therapy Sessions at a Tertiary Care Centre in India

Md. Noorain Alam, Sanjay Munjal, Naresh Panda, Manisha Garg, Mannat Kaur Shipra
127-141
Abstract Views : 116
Download :127
10.47985/dcidj.470

Effectiveness of Role Play and Bibliotherapy in Attitude Change of Primary School Pupils towards Learners with Special Needs in Nigeria

Kingsley Ezechinyere Nwachukwu
93-105
Abstract Views : 130
Download :122
10.5463/dcid.v27i4.483

Hearing, Speech and Language Outcomes in Children with Cochlear Implants: a Comparison between ADIP Scheme and Self-Financed Scheme

Md Noorain Alam, Sanjay Kumar Munjal, Naresh K Panda, N Banumathy, Preeti Sharma
11-24
Abstract Views : 144
Download :133
10.47985/dcidj.488

Training in Qualitative Research Methods for Professionals working with Persons with Disabilities

Richard Rose, Himangshu Das, Jayanthi Narayan, Johnson Jament
130-149
Abstract Views : 169
Download :124
10.47985/dcidj.447

Teacher Trainees’ Perceptions of Inclusion of and its Challenges

Krishna Duhan, Chandrika Devarakonda
93-103
Abstract Views : 229
Download :149
10.5463/dcid.v29i1.649

Nigerian Teachers’ Understanding of Autism Spectrum Disorder: A Comparative Study of Teachers from Urban and Rural areas of Lagos State

Remi Odunsi, David Preece, Philip Garner
98-114
Abstract Views : 100
Download :93
10.5463/dcid.v28i3.637

Access and Challenges of Assistive Technology Application: Experience of Teachers of Students with Visual Impairments in Singapore

Meng Ee Wong, Libby G. Cohen
138-154
Abstract Views : 462
Download :358
10.5463/dcid.v26i4.450

An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development

Maja Erlandsson, Christina Gustavsson, Peter Ingemar Karlsudd
30-50
Abstract Views : 194
Download :512
10.47985/dcidj.457

The Impact of Education on the Lives of Young Persons with Disabilities after University Graduation in Cambodia

Sophak Kanika Nguon
120-127
Abstract Views : 83
Download :89
10.5463/dcid.v26i2.432

“Our children have the right to an education too”: Strategies employed by Orange Farm Caregivers of Children with Disabilities in Pursuit of the Right to a Basic Education

Jean Elphick, Zosa De SasKropiwnicki, Rosalind Elphick
101-116
Abstract Views : 91
Download :132
10.5463/dcid.v26i4.503

Caregiver’s Involvement in Early Intervention for Children with Communication Disorders

G Malar, N Sreedevi, CB Suresh
43-56
Abstract Views : 370
Download :134
10.5463/dcid.v24i4.258
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College of Medicine and Health Sciences

University of Gondar

Gondar, Ethiopia

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EditorialBoard

Editorial Board

Editor in Chief

  • Solomon Mekonnen, 
    College of Medicine and Health Science, University of Gondar, Ethiopia

Associate Editor-in-Chief

  • Huib Cornielje
    Enablement, Netherlands

Editorial Advisor

  • Maya Thomas
    Independent disability consultant, India

Associate Editors

  • Busha Taa
    University of Gondar, Ethiopia
  • Theresa Lorenzo
    University of Cape Town, South Africa
  • Dr Sunil Deepak,
    retired, previously AIFO, India
  • Arne Eide
    Sintef, Norway
  • Dr Pim Kuipers,
    Griffith University, Australia
  • Sally Hartley,
    retired, previosuly AIFO, United Kingdom
  • Wim van Brakel,
    Netherlands Leprosy Relief, Netherlands
  • Mary Wickenden,
    Institute of Development Studies, United Kingdom
  • Clare Coleman
    WHO Collaborating Centre for Strengthening Rehabilitation Capacity in Health Systems, Australia
  • Geetha Jayaram
    Johns Hopkins University, United States
  • Goli Hashemi
    Samuel Merritt University, Canada
  • Wouter DeGrootte
    WHO, Belgium
  • Wim Otte,
    University of Utrecht, Netherlands
  • Fleur Heleen Boot,
    Radboud University, Netherlands
  • Ephraim Nuwagaba,
    Able Child Africa, Uganda

Journal Manager

  • Tesfahun Melese Yilma,
    Journal Manager, University of Gondar, Ethiopia

Read more

Most Read
  • The Communication Deall Developmental Checklist - Inter Rater Reliability
    330
  • Outcomes of Cognitive-Communication Intervention in Traumatic Brain Injury: a Case Study
    283
  • Challenges Faced by Malaysians with Disabilities in the World of Employment
    194
  • Reporting Behaviour of People with Disabilities in relation to the Lack of Accessibility on Government Websites: Analysis in the light of the Theory of Planned Behaviour
    177
  • An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development
    176

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Announcements

DCIDJ has been moved from Liliane Foundation to the University of Gondar

July 31, 2023

We are pleased to inform you that the Disability, CBR, and Inclusive Development Journal (DCIDJ) has moved from the Liliane Foundation (https://dcidj.org) to the University of Gondar (https://dcidj.uog.edu.et). The University of Gondar is the only university that owns the CBR Program in Ethiopia. The CBR program was established in 2005 in partnership with Light for the World and Save the Children to alleviate various problems faced by persons with disabilities due to lack of access to rehabilitation services and community awareness. The University of Gondar (Ethiopia) and Queen’s University (Canada), supported by the Mastercard Foundation, have developed a 10-year partnership to advance inclusive higher education for young people with disabilities, develop new occupational therapy programs, and advance research for inclusive education and community-based rehabilitation in Africa. Hence, the University of Gondar is an excellent fit to manage the journal as it has extensive experience in the field of disability, CBR, and inclusive development.

The DCIDJ is an online journal with a 33-year-old history of publishing research in the broad field of rehabilitation and disability inclusion. It is an open-access journal that aims to provide a platform for high-quality and innovative research that includes a diverse range of perspectives, including academics, researchers, scholars, and postgraduate students. The journal covers topics such as disability rights, inclusive education, community-based rehabilitation, disability and development, and more. The journal is a quarterly publication that will be available online in four issues per year. We would like to acknowledge the good relationship with the Liliane Foundation and Enablement who chose the University of Gondar as a sustainable base as this university is one of the leading universities in Ethiopia in the field of disability, development, and rehabilitation. This is a positive step towards enhancing the dissemination and impact of research and knowledge in the CBR/CBID community.

Report on the Climate Change Editorial Project

November 22, 2022
An update on the project to publish an editorial on health and climate change in multiple journals

Call for Papers

By the University of Gondar
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Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, in order to improve policy and practice.

© 2024 Disability, CBR and Inclusive Development Journal (DCIDJ). All rights reserved.

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