MOHAMED MOSALA, MAXIMUS MONAHENG SEFOTHO. Ubuntu Paradigm for Afrocentric Research in Indigenous Knowledge Systems: Supporting School Transitions for Learners with Down Syndrome. International Journal of Special Education, [S. l.], v. 41, n. 2s, p. 501–512, 2026. Disponível em: https://mail.internationalsped.com/index.php/ijse/article/view/2791. Acesso em: 22 oct. 2026.