Designing and Implementing Behaviorally Elementary and Middle School Students with Emotional Disabilities in Multicultural Settings

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@article{1709716,
      author = {Kundai Mlambo, Manetswa Florence Masuka},
      title = {Designing and Implementing Behaviorally Elementary and Middle School Students with Emotional Disabilities in Multicultural Settings},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {1},
      pages = {893-903},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709716.pdf},
      abstract = {Elementary and middle school is critical towards providing learning opportunities to all the students irrespective of their abilities. This is more important, especially to middle school students with emotional disabilities who otherwise cause much trouble in school during normal classroom learning. Emotional disabilities may include anxiety, depression, ADHD, etc., which may interfere with academic performance and sometimes even social interaction, and, therefore, there is a necessity to address the needs of these students through special environments (Singh, 2024). Also, there is an increasing diversity in classrooms, which has been made even further complicated by the fact that the students have diverse cultural backgrounds. The teaching strategies are needed in multicultural classrooms, which expect flexibility and cultural responsiveness to take into consideration the diversity of experiences and issues unique to an individual student.},
      month = {July},
  }