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Science as a Pathway to Inclusion: Bridging Gaps for Disabled Learners by Nelson Uloma Egondu
Abstract
Disabled students face persistent inequities in science education, ranging from inaccessible curriculum materials to limited teacher preparedness. This article examines how science can serve as...
Written by Nelson Uloma Egondu
Abstract
Disabled students often face both academic and emotional barriers in science classrooms. While adaptive technologies and inclusive pedagogy address structural access, the emotional climate of the classroom is equally critical. This article explores how teacher...
