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Special Needs Education And Teacher Education In Zimbabwe: Rethinking And Retooling Regular Teacher Preparation

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dc.creator Chimedza, Robert
dc.date.accessioned 2014-11-18T21:13:14Z
dc.date.accessioned 2015-12-08T10:54:30Z
dc.date.available 2014-11-18T21:13:14Z
dc.date.available 2015-12-08T10:54:30Z
dc.date.created 2014-11-18T21:13:14Z
dc.date.issued 1999-08
dc.identifier Chimedza, Robert. (1999) Special Needs Education And Teacher Education In Zimbabwe: Rethinking And Retooling Regular Teacher Preparation, ZBTE vol. 2, no.2. Harare, Mt. Pleasant: DTE.
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5128
dc.identifier.uri http://hdl.handle.net/10646/1931
dc.description.abstract A survey is made of the Theory of Education and Professional Studies syllabuses of regular teacher education programmes in Zimbabwe to establish the extent to which they meet the needs of students with special educational needs integrated in the regular school system. Based on the findings, recommendations are made to rethink and retool the Theory of Education and Professional Studies courses, in all the teachers colleges in Zimbabwe so that regular teachers are able to provide meaningful assistance to students with special educational needs integrated in their classes.
dc.language en
dc.publisher Department of Teacher Education (DTE), University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title Special Needs Education And Teacher Education In Zimbabwe: Rethinking And Retooling Regular Teacher Preparation
dc.type Article


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