Insights into the Value of Inclusive Education to Both Children with and without Diasabilities at Kabulonga Boys Secondary School in Lusaka, Zambia

The study was undertaken to analyze the benefits of inclusive education to children both with and without special education needs. A descriptive survey design was used. The study sample comprised 20 participants: one head teacher, one deputy head teacher, nine special education teachers and nine regular teachers. Simple random sampling and purposive sampling techniques were used to select these participants. Data was collected using questionnaires and interview guides while analysis of data was done by SPSS (descriptive statistics) and themes (thematic analysis). The study revealed that the benefits of inclusive education are many; inclusive education can be an important and a meaningful thing or program to implement if all the materials needed are available, and if specially trained teachers are available to work with regular teachers and other stakeholders that may be needed for it to work. The study also established that regular teachers face many challenges in curriculum modification and adaptation. The study suggests that CPD activities be done so as to train regular teacher on how to modify and adapt the curriculum in inclusive classes; more sensitization of the benefits of inclusive education be done via different media platforms, and schools to strictly follow the stipulated guidelines on inclusive education and special education. This study concludes that there many benefits of inclusive education to both CSENs and those without special educational needs. On the other hand, curriculum adaptation and modification is very vital for inclusion to come to fruition. However, regular teachers face many challenges in this area. Keywords: Inclusive education, curriculum modification and adaptation, children with and without special education needs. DOI: 10.7176/JEP/13-35-01 Publication date: December 31st 202

Socializing Persons with Disabilities: Tracing Changes-In-Time

This study focused on understanding the changes-in-time in socializing persons with disabilities whose main aim was to explore how social interactions and inclusion of persons with disabilities have evolved over the years. The probed the historical perspective of socializing persons with disabilities by examining the societal attitudes and policies towards individuals with disabilities in the past and how they have shaped the current landscape of socialization. The study also looked at how advancements in assistive technology have facilitated communication, networking, and social interaction for individuals with disabilities. This study investigated the barriers and challenges faced by persons with disabilities in socializing. It examines issues such as stigma, discrimination, lack of accessibility, and limited social opportunities that hinder their participation in social activities. The study also proposed recommendations for future research, intervention strategies, and policy changes to promote greater social inclusion and participation for individuals with disabilities. Keyword: Socialization, Disability, Inclusion, Society, Policy DOI: 10.7176/JEP/15-9-04 Publication date: September 30th 202

Nurturing Parental Involvement in Artificial Intelligence (AI) Literacy among Children in Multicultural Classrooms

Artificial intelligence (AI) applications are more and more embedded into day-to-day family activities, from discourse with voice assistants to mobile guidance. Much as educational strategies for teaching AI to children have come about, the role of parents in this process remains uncharted territory. This study intends to examine how parents’ involvement and engagement can be nurtured in a manner that would result in developing AI literacy among children in multicultural classrooms. Parents’ involvement in AI literacy is important for a number of reasons. For example; Parents who understand AI can fortify the learning occurring in schools. AI literate parents can help children with AI-related homework, projects, and inspire curiosity about AI technologies. They can also supervise their children's use of AI technologies, guaranteeing that children use them safely and appropriately. This is important to preclude misuse and to teach children about responsible digital behaviour. Often times, children have better access to technology and digital learning resources than their parents. Teaching parents about AI will assist to narrow this gap, enabling them to seek and provide resources that support their child's education. Furthermore, parents from different backgrounds can guarantee that AI learning is culturally relevant and inclusive, making it accessible and relevant for their children. The study chose a case study research design, and scrutinized learners in grades 6 and 7 across four schools in Kabwe District, Central Province, Zambia. Thirty participants, including ten learners, ten teachers, and ten parents, were purposively sampled. The purposive sample of thirty participants comprised, ten learners, ten teachers, and ten parents. The means of data collection were through interviews and observations that were thematically analysed. Findings revealed that although learners often times used AI, their parents did not, mainly due to not having access to technology and time constraints. Furthermore, learners frequently abused AI, negatively affecting their academic performance. Implementing community workshops to enhance AI literacy among both parents and teachers, enabling them to better support and guide their children is recommended. Key Words: Artificial Intelligence, AI Literacy, Multicultural Classrooms, Parental Involvement, Education, Technology DOI: 10.7176/JCSD/73-07 Publication date: July 30th 202

Understanding COVID-19 Variants and Coping Strategies in Zambian Communities: A Systematic Review

This systematic review explores the impact of COVID-19 variants and coping strategies employed in Zambian communities, with a particular focus on shanty compounds. It is based on the Social Determinants of Health (SDH) theory. The study investigates how social economic factors shape both the spread of the virus and the effectiveness of community responses. A total of 158 articles were screened, with 18 peer-reviewed articles meeting the criteria. The findings reveal significant challenges in implementing mitigation strategies, including misinformation, economic constraints, and infrastructural inadequacies. In response, communities adopted innovative, locally-driven measures, supported by governmental and NGO interventions, to enhance resilience. The discussion emphasises the importance of context-specific strategies that address both health and socio-economic dimensions, emphasizing the need for robust healthcare systems, effective communication, and comprehensive economic support. The study concludes that these multifaceted approaches are essential for building resilient communities capable of withstanding future health crises. Recommendations include strengthening healthcare infrastructure, improving public health communication, supporting economic recovery, promoting community-driven health initiatives, and addressing social determinants of health. Key Words: COVID-19, Health, social determinants, socio-economic dimensions, Community DOI: 10.7176/JHMN/117-02 Publication date: September 30th 202