Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educat...
Main Author: | Tawanda Majoko |
---|---|
Format: | Article |
Language: | English |
Published: |
SAGE Publishing
2019-01-01
|
Series: | SAGE Open |
Online Access: | https://doi.org/10.1177/2158244018823455 |
Similar Items
-
Zimbabwean General Education Preschool Teacher Needs in Inclusion
by: Tawanda Majoko
Published: (2018-05-01) -
Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools
by: Tawanda Majoko
Published: (2019-01-01) -
Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
by: Majoko, Tawanda
Published: (2014) -
Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
by: Majoko, Tawanda
Published: (2014) -
Parent and teacher experiences of Zimbabwean inclusive education
by: Magumise, Johnson
Published: (2018)