References

Bradshaw, L. and L. Mundia, 2005. Understanding pre-service teacher's construct of disability: A metacognitive process. Disability Soc., 20: 563-574.
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Bradshaw, L. and L. Mundia, 2006. Attitudes to and concerns about inclusive education: Bruneian inservice and preservice teachers. Int. J. Special Educ., 21: 35-41.

Haq, F.S. and L. Mundia, 2011. Conceptions, attitudes and concerns of early adolescents to disability: Case of Brunei lower secondary school students. Int. J. Disability Commun. Rehabil., 10: 1-5.
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Haq, F.S. and L. Mundia, 2012. Comparison of Brunei pre-service student teachers attitudes to inclusive education and specific disabilities: Implications for teacher education. J. Educ. Res., 105: 366-374.

MoE, 1997. Special education policy guidelines (Ministry of Education). Unit Pendidikan Khas, Bandar Seri Begawan, Brunei

MoE, 1998. Handbook on special education for primary school headmasters: Outline of policies and procedures dealing with special education. Unit Pendidikan Khas, Bandar Seri Begawan, Brunei

MoE, 2007. Proposed SPN21 curriculum: Draft (Ministry of Education). Curruculm Development Division, Bandar Seri Begawan, Brunei

Mundia, L. and H.A.Z.B.A. Bakar, 2010. The suitability of the EPQ-R short scale for counselling Brunei student teachers when administered in English and Malay languages. Compare, 40: 641-658.
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Mundia, L., 1998. The status of technical subjects in Papua New Guinea provincial high schools: A survey of attitudes. J. Sci. Technol. Dev., 16: 104-111.

Mundia, L., 2006. Aggressive behaviour among swazi upper primary and junior secondary students: Implications for ongoing educational reforms concerning inclusive education. Int. J. Special Educ., 21: 58-67.
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Mundia, L., 2007. Early childhood education in Swaziland and Brunei Darussalam: goals, achievements and challenges. Early Child Dev. Care, 177: 151-158.
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Mundia, L., 2009. Implementation of inclusive education in brunei darussalam: Review of possible implications for school counselors. Electr. J. Inclusive Educ., Vol. 2, No. 4.

Mundia, L., 2010. Brunei trainee teacher's coping strategies for stressful situations. Int. J. Psychol. Stud., 2: 79-88.
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Mundia, L., 2010. Implementation of SPN21 curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms. Int. Educ. Stud., 3: 119-129.
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Mundia, L., 2010. Problems in learning mathematics: Comparison of Brunei junior high school students in classes with and without repeaters. J. Math. Res., 2: 150-160.

Mundia, L., 2010. The prevalence of depression, anxiety and stress in brunei preservice student teachers. Internet J. Mental Health, Vol. 6.

Mundia, L., 2010. The status of a trainee teacher with mental health problems: Dilemmas on inclusion and exclusion in higher education. Global J. Health Sci., 2: 172-183.
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Mundia, L., 2011. Effects of psychological distress on academic achievement in Brunei student teachers: Identification challenges and counseling implications. Higher Educ. Stud., 1: 51-63.
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Mundia, L., 2011. Social desirability, non-response bias and reliability in a long self-report measure: Illustrations from the MMPI-2 administered to Brunei student teachers. Educ. Psychol., 31: 207-224.
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Mundia, L., 2012. Assessment of GenNEXT learning outcomes at the University of Brunei Darussalam: A qualitative review of selected opportunities, benefits and challenges in human resource development. J. Int. Educ. Leaders., 2: 1-21.
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Mundia, L., 2012. Policy changes in brunei teacher education: Implications for the selection of trainee teachers. Educ. Forum, 76: 326-342.
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Mundia, L., 2012. The assessment of mathematics learning difficulties in a primary grade 4 child with high support needs: Mixed methods approach. Int. Electr. J. Elementary Educ., 4: 347-366.
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Mundia, L., 2012. The mental health profiles of student teachers: Relevance to teacher education and in identifying potential future teacher problems. Internet J. World Health Societal Politics, Vol. 7. 10.5580/2c75

Mundia, L., 2013. Relationship between mental health and teaching: Evidence from Brunei trainee teachers. Int. J. Mental Health, 42: 73-98.
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Obieke, A., 2013. Single-parenting, psychological well-being and academic performance of adolescents in Lagos, Nigeria. J. Emerging Trends Educ. Res. Policy Stud., 4: 112-117.
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Oluwatosin, T.M., 2011. Effects of single-parenthood on the academic performance of secondary school students in Ekiti State, Nigeria. Int. Rev. Soc. Sci. Humanities, 2: 240-248.
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Tait, K. and L. Mundia, 2012. Preparing Teachers to Meet the Challenges of Inclusive Education in Negara Brunei Darussalam. In: Future Directions for Inclusive Teacher Education: An International Perspective, Forlin, C.I. (Ed.)., Routledge/Francis and Taylor, Hong Kong, pp: 60-69.

Tait, K. and L. Mundia, 2012. The impact of a child with autism on the Bruneian family system. Int. J. Special Educ., 27: 199-212.
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Tait, K. and L. Mundia, 2014. A comparison of Brunei and Hong Kong-SAR student teacher's self-efficacy in implementing inclusive education practices: Implications for teacher education. Asian Social Sci., 10: 51-60.
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Tait, K., L. Mundia and F. Fung, 2014. Raising young children with autism spectrum disorders in Hong Kong: The impact of cultural values and stigma on Chinese parent's coping strategies. Int. J. Adv. Social Sci. Humanit., 2: 7-15.
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Tait, K., L. Mundia, F. Fung and C.H. Wong, 2014. The impact of traditional Chinese beliefs, stigma and local school service provision on the coping strategies of parents of children with Autism spectrum disorders in Hong Kong. J. Int. Soc. Teacher Educ., 18: 16-25.

Ushie, M.A., J.O. Emeka, G.L. Ononga and E.O. Owolabi, 2012. Influence of family structure on student's academic performance in Agege local government area, Lagos State, Nigeria. Eur. J. Educ. Stud., 4: 177-187.

Uwaifo, V.O., 2008. The effects of family structure and parenthood on the academic performance of Nigerian University students. Stud. Home Commun. Sci., 2: 121-124.