African Journal of Special and Inclusive Education
Focus and Scope
The African Journal of Special and Inclusive Education provides a forum for dialogue on inclusive education and special education among researchers, practitioners, policy makers and others interested in the education of children with disabilities in Africa. The journal publishes original research, literature reviews, and theoretical papers on the topics of inclusive education and special education on the continent.
This journal is published by Mzuzu University
ISSN – 2521-8131
Editorial Board
Editors:
Ambumulire Itimu-Phiri, Ph.D., Mzuzu University, Malawi
Associate Editors:
Symon Ernest Chiziwa, Ph.D., University of Malawi, Malawi
Consulting Editors:
Samuel Olufemi Adeniyi, Ph.D., University of Lagos, Nigeria
Theophilus Adebose Ajobiewe, Ph.D, University of Lagos, Nigeria
Gladys Babudoh, Ph.D., University of Jos, Nigeria
Darlington Changara, MDS, Midlands Aids Caring Organization, Zimbabwe
John Charema, Ph.D., Mophato Education Centre, Francistown, Botswana
Alick Chavuta, Msc., Inclusive Education Consultant, Malawi
Argnue Chitiyo, Ph.D., Ball State University, USA
George Chitiyo, Ph.D., Tennessee Technological University, USA
Tolulope Eni-Olorunda, Ph.D., Federal University Agriculture, Abeokuta, Nigeria
Simeon Gwayi, Ph.D., Mzuzu University, Malawi
Cynthy K. Haihambo Ya-Otto, Ph.D., University of Namibia, Namibia
Agness Hara, Ph.D., Mzuzu University, Malawi
Joan Jafthas, M.Ed., Western Cape Education Department, South Africa
Elizabeth Kamchedzera, Ph.D., University of Malawi, Malawi
Tirussew T. Kidanemariam, Ph.D., Addis Ababa University, Ethiopia
Lucy Magagula, M.Ed., Montfort Special Needs Education Teacher Training College, Malawi
Foster Magombo, M.Ed., Nalikule College of Education, Malawi
Richard Makoni, Ph.D., Africa University, Zimbabwe
Nelly Malatsi, Ph.D., University of Botswana, Botswana
Mika Mankhwazi, M.Ed., Nalikule College of Education, Malawi
Cosmas Maphosa, Ph.D., University of Fort Hare, South Africa
Margaret Mdolo, Ph.D., Mzuzu University, Malawi
Victor Mgomezulu, Ph.D., Mzuzu University, Malawi
Serefete Molosiwa, Ph.D., University of Botswana, Botswana
Louise Mostert, Ph.D., University of Namibia, Namibia
Karileng Mpuang, Ed.D., University of Botswana, Botswana
Thomas Mtonga,M.Ed., University of Zambia, Zambia
Snib Chabala Musonda,M.Ed., University of Zambia, Zambia
Austin Masundire, Ed.D., Kwanele Primary school, South Africa
Dominic Ndengu, Ph.D., Mzuzu University, Malawi
Peter Ngomwa, MSc., Malawi Council for the Handicapped, Malawi
Mary Sambu, Ph.D., Kenyatta University, Kenya
Nertha Semphere, Ph.D., University of Malawi, Chancellor College, Malawi
Jenny Shumba, Ph.D., University of Fort Hare, South Africa
Simon G. Taukeni, Ph.D., University of Namibia, Namibia
Guidelines for Authors
The following guidelines are meant to assist prospective authors to align the manuscripts with the requirements of this journal. These guidelines, if followe, would
Abstract (Limit to 150 – 200 words)
This is a summary of the article, which should be placed at the beginning of the manuscript. It should provide a vivid picture of the study in terms of the purpose, key research questions/objectives, methodology used, key findings, conclusions, implications, or key lessons arising from the study.
Introduction
In this section, the author provides the reader background information regarding the issue under study or investigation. This could either be the evaluation of debates in the area or policy background. This section should place the reader into perspective. The author should vividly discuss the puzzle that he or she is attempting to underatand or unravel.
Review of related literature
In this section, the author should demonstrate awareness of related works or studies in the area of the paper. More importantly, he or she should review recent works of authors who have grappled with related reserach questions. This section should conclude with a theoretical or conceptual framework where the author should justify its selection and explain how it anchors the study or the paper. Statement of the problem, Research questions or objectives
Methodology
The author should demonstrate awareness of the scientific method of generating/collecting data to answer research questions or addressing research objectives. The research design should be discussed. The author should clearly state sampling techniques, and data collection/generation tools used. A section should be devoted to explaining how data was analysed. The author should demonstrate awareness of ethical issues related to the study.
Results/Findings
This section should focus on findings of the study. These findings should relate to the specific research questions and objectives.
Discussion of finding
This section discusses the findings of the study. Findings should be discussed in the context of other related studies. Where a theoretical framework has been used, the author should interpret and discuss findings using the theory adopted.
Conclusion, References
Conclusion/implication
The author should be able to draw logical or well thought conclusion based on responses from study participants or information collected or genrated.
References
The author should list references of all the studies that were cited in the study. Only those works cited in the study should be listed in this section. Reference should be listed using APA format (6th Edition).
Style
Total length of the manuscript is not to exceed 20 pages and should include all references, charts, figures, and tables. Articles submitted should follow the guidelines of the Publication Manual of the American Psychological Association (APA), sixth edition. References are to be in APA style with hanging indents. Only works that have been cited in the manuscript should be listed in full at the end of the paper in alphabetical order of authors’ names; see the following examples:
Book:
Childs, W., & Shell, D. K. (2012). Special education in the 21st century. Chicago: University Press.
Chapter in book:
Tom, J. A. (2015). Strategies for teaching students with disabilities. In R. K. Rambo & P. K. Candy (Eds.), Teaching students with special needs. (pp. 101-135). Nashville, TN: James Publishers.
Journal Article:
Steve, R. M., Jumbo, T. D., & Shame, A. A. (2013). Evidence-based practice in inclusive classrooms. African Journal of Special and Inclusive Education, 1(2), 15-35.
Word Processing
Manuscripts are to be typed in Microsoft Word using 12 point Times regular face (no bold or italics). The entire document should be doubled spaced with .75 margins all around. (top, bottom, left, and right). Tables, charts, figures, and or illustrations should fit in a 3 ¼ width column and are to be on separate pages at the end of the manuscript.
Cover Page
Include this information on a separate sheet
- Title of the manuscript
- Date of submission
- Author’s name, complete mailing address, business and home telephone numbers
- Institutional affiliation, address, e-mail address, and fax number.
2017 Issue – ISSN 2521-8131
2017 Issue – ISSN 2521-8131
Editorial Note
Welcome
Morgan Chitiyo and Ambumulire Itimu-Phiri
Articles
Perceptions of Teachers on the Impact of Kenyan Sign Language on Academic Performance of Learners with Hearing Impairment in Special Primary Schools in Kenya
Mary C. Sambu, Nelly Otube, & Beatrice A. Bunyasi
An Exploration of the Challenges Faced by Regular Primary School Teachers in Planning Instructional Strategies for Inclusive Classrooms
Lonely Elsie Madaka Chataika, Elizabeth T. Kamchedzera, & Nertha Kate Semphere
A Review of the National Strategy on Inclusive Education (2017-2021) in Malawi
Victor Y. Mgomezulu.
Effects of Auditory Integration Training and Acoupedic Therapy on Word Recognition of Children with Hearing Impairment
Ayo Osisanya, Samuel O. Adeniyi, & Folarin O. Olubukola
2016 Issue – ISSN 2521-8131
2016 Issue – ISSN 2521-8131
Editorial Note
Welcome
Morgan Chitiyo and Ambumulire Itimu-Phiri
Articles
Community-Based Rehabilitation: One of the Most Practical Ways to Promote Inclusive Education in Sub- Saharan Africa
John Charema
Effects of A Universal Design for Learning Based Literature Circle Model on Higher-Order Reading Comprehension Skills and Student Engagement
Charles Gibao Bendu
Implementation Practices of the Inclusive Education Policy in Sport: A Case of Four Secondary Schools in Masvingo District, Zimbabwe
Tapiwa Mudyahoto
Birth Order, Categories of Hearing Loss, and Conduct Disorders of Adolescent Students with Hearing Impairment in Ibadan, Nigeria
Bolanle O. Olawuyi, Mary O. Esere, Phebe B. Oluwawole, Hyginus C. Okonkwo
Submission
E-mail – Attach as one document in the following order: Abstract, Cover Page, Manuscript and e-mail to ajsie@mzuni.ac.mw or ajsie.editors@gmail.com . You will receive an e-mail confirming that we received your attachment.
After an initial review by the editors, manuscripts that meet established specifications will be sent to at least three consulting editors for peer review. An editorial decision will be made based on the reviewers’ feedback. Upon acceptance for publication, the journal editors reserve the right to make editorial changes. It is the responsibility of the author(s) to ensure the accuracy of the content in their articles. Also, it is the responsibility of the author(s) to obtain appropriate permission and ensure the ethical treatment of research participants. Points of view and opinions are those of the individual authors and are not necessarily those of Mzuzu University.