Inclusive Education for Learners With Disabilities in Botswana Primary Schools
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DOI: 10.1177/2158244012451584
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Cited by:
- Tautona Irene Rachel & Tautona Lisa & Nkomo Duduzile, 2024. "Exploring the Preparedness of Teachers to Implement Inclusive Early Childhood Education in Pre-Schools of Gaborone, Botswana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 277-286, May.
- Mitchell, Rafael, 2023. "Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research," International Journal of Educational Development, Elsevier, vol. 96(C).
- Bevzyuk, Maryna, 2018. "Characteristics Of Pedagogical Conditions For Preparing Future Primary School Teachers To Interaction With Parents In Terms Of Inclusive Education," EUREKA: Social and Humanities, Scientific Route OÜ, issue 4, pages 36-43.
- Goitse Ookeditse & Sourav Mukhopadhyay, 2021. "Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana," SAGE Open, , vol. 11(4), pages 21582440211, November.
- Abdul-Razak Kuyini Alhassan & Okey Chigorom Abosi, 2014. "Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana," SAGE Open, , vol. 4(1), pages 21582440135, January.
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Keywords
inclusive education; Botswana; primary education; teachers’ perception; qualitative research;All these keywords.
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