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p-Index From 2021 - 2026
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All Journal Asian Journal of Early Childhood and Elementary Education
Regina Ijeoma Ukwuoma
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Education Languange, Linguistic, Communication & Media Social Sciences

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Language Policies and Teacher Strategies for Promoting Psychological Inclusiveness in the Diverse Classroom in Aba Education Zone Francisca Ifeoma Ehiemere; Emmanuel Lucas Nwachukwu; Osuji Columbus Otuosorochi; Regina Ijeoma Ukwuoma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 3 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i3.9873

Abstract

This study examined the influence of language policies on classroom inclusivity and the strategies used by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted, involving 200 junior and senior secondary school teachers selected through stratified random sampling. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through descriptive statistics and inferential statistics, including independent samples t-test and one-way ANOVA at α = 0.05. The findings indicate that language policies exerted limited practical influence on psychological inclusiveness, as reflected in a cluster mean of 2.48, revealing a persistent gap between policy intent and classroom implementation. Despite this limitation, teachers employed various inclusive strategies, including differentiated instruction, code-switching, and culturally responsive pedagogy, with a cluster mean of 2.79. The major barriers to implementation included inadequate training, resource deficits, and weak administrative support, with a cluster mean of 2.67. No statistically significant differences were found in teachers’ use of inclusive strategies based on gender, t = 0.743, p = .458, or teaching experience, F = 1.032, p = .380. The study concludes that although language policies provide a formal basis for inclusive education, their practical impact remains constrained by institutional and pedagogical barriers. This study contributes empirical evidence on the disconnect between language policy and classroom practice in a linguistically complex Nigerian urban context and offers implications for policymakers, curriculum designers, and teacher educators in strengthening teacher preparation, resource provision, and administrative support for psychologically inclusive classrooms.
Neurodiversity Inclusive Early Childhood Education for Generation Alpha and Generation Beta: A Review Emmanuel Lucas Nwachukwu; Sule Omeiza Adebayo; Regina Ijeoma Ukwuoma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 4 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i4.11354

Abstract

Early childhood classrooms increasingly serve children growing up under conditions of pervasive digital exposure and an evolving understanding of neurological variation as a natural dimension of human development rather than solely as a deficit requiring remediation. This narrative review examines how early childhood education systems can adapt to support neurodivergent learners within the generational contexts of Generation Alpha (born 2010–2024) and the emerging Generation Beta (born from 2025). Literature was identified from Scopus, Web of Science, ERIC, and Google Scholar, encompassing peer-reviewed articles, books, and reports published between 2018 and 2026. Searches combined terms related to neurodiversity, early childhood education, Generation Alpha, Generation Beta, Universal Design for Learning, assistive technology, and multi-tiered systems of support. Sources were included when they addressed neurodevelopmental variation, inclusive pedagogy, or generational characteristics relevant to early childhood or closely related educational settings. The review synthesizes the developmental and technological characteristics of Generation Alpha alongside the emerging profile of Generation Beta and examines Universal Design for Learning and artificial intelligence-supported assistive technologies as pedagogical approaches for neurodivergent learners. It further identifies teacher preparedness and multi-tiered systems of support as essential mechanisms for addressing persistent inequities in early childhood classrooms. The review concludes that meaningful inclusion for neurodivergent children cannot be achieved through a single intervention but requires a coordinated educational architecture integrating teacher preparation, inclusive physical and digital learning environments, assistive technologies, and tiered support systems. This review contributes a generationally responsive perspective to inclusive early childhood education by emphasizing the need for coherent and continuous support structures that accompany neurodivergent learners from infancy through the transition into formal schooling.
Co-Authors Emmanuel Lucas Nwachukwu Francisca Ifeoma Ehiemere Osuji Columbus Otuosorochi Sule Omeiza Adebayo