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The special child in Tanzania primary schools

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dc.creator Possi, Mwajabu K.
dc.creator Mboya, M.K
dc.date 2016-02-15T10:21:49Z
dc.date 2016-02-15T10:21:49Z
dc.date 1996
dc.date.accessioned 2018-04-18T11:49:36Z
dc.date.available 2018-04-18T11:49:36Z
dc.identifier Mboya, M. W. & Possi, M. K. (1996). The special child in Tanzania primary schools. Papers in Education, 17, pp. 52 -64.
dc.identifier http://hdl.handle.net/123456789/388
dc.identifier.uri http://hdl.handle.net/123456789/10114
dc.description http://www.ped.ac.tz/index.php/dcm/issue/view/113
dc.description Definition of special education differ according to perspectives of different authors. However, all definitions refer to services over and above those provided to the “average” or “normal” child. As Hallahan and Kauffman(1991) point out, “Special education means specially designed instruction that meets the unusual needs of an exceptional child(p.8). Thus, special education refers to the adaptations made in the regular school services to enable the child or student to reach their maximum potential. Provision of appropriate special education, special materials, teaching techniques or equipment and/or facilities may be required. In addition, related services such as special transportation, psychological assessment, physical and occupational therapy, medical treatment, and counselling may be necessary (Hallahan and & Kauffman, 1991
dc.language en
dc.subject The special child in Tanzania
dc.title The special child in Tanzania primary schools
dc.type Journal Article, Peer Reviewed


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