Template-Type: ReDIF-Article 1.0 Author-Name: Nawaz Ashraf Title: From Special Education Provision to Meaningful Participation: A Bounded Integrative Review of School Inclusion Publication-Status: Published Abstract: Special education systems can increase the amount of formal provision without at the same time ensuring that students have adequate access to instruction, communication, and involvement in educational decisions. In this article, the origins of these gaps are examined through a bounded integrative review of an already available body of research publications. After applying a set of pre-defined criteria to assess relevance and removing those publications which were duplicate or ineligible, the review included 13 papers: 11 empirical studies, one synthesis of instructional research, and one scholarly policy review. A structured narrative analysis was conducted in which the issues concerning identification and placement, instructional practices, accessibility, and student involvement were compared, taking into account the different study designs and the varying degrees of evidential strength. Four closely related findings were identified. The patterns of identification and placement varied depending on the student groups involved and the methods of measurement employed. It was necessary to have clear arrangements for providing support since this involved a shared responsibility. Access to communication and technology depended on the conditions under which they were used in daily life. The students’ views showed that there were implementation difficulties which administrative indicators on their own could not pick up. Evidence from bilingual deaf education also questioned the notion that physical placement alone guarantees educational inclusion. The synthesis provides a framework that connects the recognition of a need, the delivery of support, participation, and the review of learning. This framework generates testable propositions rather than offering an established causal model. Due to the limited sampling frame and the fact that the evidence is primarily observational, any generalisations must be treated with caution. The review recommends that special education should be evaluated not only on the basis of traditional measures of provision and placement but also by considering the actual opportunities students have to learn, communicate, and take part. Keywords: Special Education; Inclusive Education; Student Participation; Assistive Technology; Educational Assessment; Integrative Review Journal: Synergy: International Journal of Multidisciplinary Studies Pages: 1-11 Volume: 3 Issue: 3 Year: 2026 Month: September DOI: 10.63960/sp.2026.sijmds.3.3.93 File-URL: https://sijmds.com/index.php/pub/article/view/93 File-Function: Abstract page File-Format: text/html File-URL: https://sijmds.com/index.php/pub/article/download/93/81 File-Function: Full text File-Format: application/pdf Handle: RePEc:ett:sijmds:v:3:y:2026:i:3:a:93 Template-Type: ReDIF-Article 1.0 Author-Name: Shantanu Mishra Title: Post-Partition Politics and U.P. Congress: An Emerging New Political Identity in U.P., 1947–1950 Publication-Status: Published Abstract: This paper situates post-Partition politics in the United Provinces within recent scholarship on the “Long Partition” and its long-term implications beyond Punjab and Bengal. It argues that Partition had serious ideological consequences for U.P., enabling the dominance of a specific form of politics associated with Hindu nationalist ideas within the U.P. Congress. These ideas, especially as articulated by Purushottam Das Tandon, centred on the cultural consolidation of Hindus and their transformation into a national community. While such ideas had existed in the pre-Independence period, Partition provided the context for their intensification, political expression, and institutionalisation. The paper examines the immediate reactions of the U.P. Congress leadership to Partition and connects them with broader questions of governance, provincial identity, and state formation. It shows how the emotions generated by territorial division encouraged a departure from earlier Congress politics and strengthened the Hindu Right within the provincial Congress. This shift was reflected in debates over language, the renaming of the province, and the creation of U.P.’s post-colonial identity. The implementation of these policies contributed to the consolidation of majoritarian tendencies and adversely affected the socio-political position of Muslims in U.P. By focusing on the first three years after Partition, the paper demonstrates how Partition’s ideological afterlife shaped emerging political and institutional structures in post-colonial U.P. Keywords: U.P. Politics; Partition; P.D. Tandon; Congress Party; Hindi-Urdu; Renaming United Province Journal: Synergy: International Journal of Multidisciplinary Studies Pages: 12-19 Volume: 3 Issue: 3 Year: 2026 Month: September DOI: 10.63960/sp.2026.sijmds.3.3.98 File-URL: https://sijmds.com/index.php/pub/article/view/98 File-Function: Abstract page File-Format: text/html File-URL: https://sijmds.com/index.php/pub/article/download/98/82 File-Function: Full text File-Format: application/pdf Handle: RePEc:ett:sijmds:v:3:y:2026:i:3:a:98 Template-Type: ReDIF-Article 1.0 Author-Name: F.M. Nawastheen Author-Name: N.G.L.S.J. Liyanage Author-Name: K. S. P. Sisindra Author-Name: Kartheges Ponniah Author-Name: Shajahan Shifan Title: Artificial Intelligence Literacy and Classroom Use Among Sri Lankan School Teachers Publication-Status: Published Abstract: Artificial intelligence (AI) is increasingly being used in school education. However, there is limited evidence on the level of AI literacy among Sri Lankan school teachers and how their AI literacy is related to the pedagogical use of AI. This study examined teachers’ awareness and use of AI tools, their AI literacy across six dimensions, their pedagogical use of AI, differences according to selected demographic characteristics, and the relationship between AI literacy and pedagogical use. A cross-sectional online survey was conducted with 410 practising teachers from all 25 administrative districts of Sri Lanka, recruited through non-probability convenience and snowball sampling. Data were analysed using descriptive statistics, independent-samples t-tests, one-way analysis of variance, and Pearson correlation analysis. The findings revealed that ChatGPT and Gemini were the most widely used AI tools, while the use of specialised educational, research-oriented, and subject-specific AI tools was relatively low. Teachers reported above-midpoint scores across all six dimensions of AI literacy. Societal Awareness recorded the highest mean score (M = 3.87, SD = 1.02), while Critical Evaluation recorded the lowest (M = 3.49, SD = 0.99). In relation to pedagogical use, Pedagogical Application (M = 3.33, SD = 1.09) was slightly higher than Frequency of Use (M = 3.18, SD = 1.04), suggesting that teachers were using AI for particular teaching purposes. However, it had not yet become a regular part of their teaching practice. Differences were found in some dimensions of AI literacy according to gender, age, and teaching experience, while medium of instruction and school location showed only limited differences. All six dimensions of AI literacy were positively related to both Frequency of Use and Pedagogical Application. The strongest relationship was found between AI Use and Application and Pedagogical Application (r = .737, p < .001). Therefore, there is a need for professional development that strengthens teachers’ practical use of AI, critical evaluation of AI-generated information, and responsible application of AI in teaching, together with appropriate institutional guidance and digital infrastructure. Keywords: Artificial Intelligence; AI Literacy; Educational Technology; Pedagogical Use; School Teachers; Teacher Professional Development; Sri Lanka Journal: Synergy: International Journal of Multidisciplinary Studies Pages: 20-32 Volume: 3 Issue: 3 Year: 2026 Month: September DOI: 10.63960/sp.2026.sijmds.3.3.102 File-URL: https://sijmds.com/index.php/pub/article/view/102 File-Function: Abstract page File-Format: text/html File-URL: https://sijmds.com/index.php/pub/article/download/102/84 File-Function: Full text File-Format: application/pdf Handle: RePEc:ett:sijmds:v:3:y:2026:i:3:a:102