| 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 |
2018-04-18T12:18:38Z |
|
| dc.date.available |
2018-04-18T12:18:38Z |
|
| 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/123456789/11198 |
|
| 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 |
|