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African Journal of Disability|August 13, 2025
Autism paradigms in a developing country setting: Results and implications of a Zimbabwean studyJabulani Mpofu, Maximus M SefothoAfrican Journal of Disability|April 17, 2024
Challenges of competency-based curriculum in teaching learners with learning disabilitiesJabulani Mpofu, Maximus M SefothoAfrican Journal of Disability|November 15, 2017
Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings: An exploratory studyJabulani Mpofu, Maximus M Sefotho, Jacobus G MareeAfrican Journal of Disability|November 7, 2022
The effects of cognitive effort on academic performance of learners with cochlear implants in a private mainstream school in GautengLior Blumenthal, Maximus M SefothoAfrican Journal of Disability|August 13, 2025
An Ubuntu approach to disability and inclusive development for women with disabilitiesTheresa Lorenzo, Maximus M SefothoAfrican Journal of Disability|March 12, 2020
Being differently abled: Disability through the lens of hierarchy of binaries and Bitso-lebe-ke SeromoPaul L Leshota, Maximus M SefothoCurationis|October 7, 2025
Sankofa: Transcending the roots of incivility in professional nursing education in South AfricaHildeguard J-A Vink, Maximus M SefothoAfrican Journal of Disability|July 11, 2022
The matrix of linguistic exclusions impeding career construction for D/deaf learnersUnati Stemela-Zali, Harsha Kathard, Maximus M SefothoAfrican Journal of Disability|November 7, 2025
Resilient narratives of a single mother raising a child with autism spectrum disorder: A neurodiversity perspectiveNettie N Ndou-Chikwena, Maximus M Sefotho, Nausheen AmeenAfrican Journal of Disability|July 10, 2026
Strategies for the transition of learners with specific learning disabilities from remedial to mainstream schooling in South AfricaSiboniso J Selepe, Mohamed Mosala, Katlego Tshiloane, et al.Pageof 1