Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field-Reference-Cited by-同舟云学术

Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Published:2021-01-01 Issue:1 Volume:7 Page:
ISSN:2331-1886
Container-title:Cogent Social Sciences
language:en
Short-container-title:Cogent Social Sciences

Author:

Dube Thulani¹^ORCID,Ncube Siphilisiwe B²,Mapuvire Cassius C³,Ndlovu Sibonokuhle²,Ncube Cornelias²,Mlotshwa Simon³

Affiliation:

1. Department of Development Studies, Faculty of Humanities and Social Sciences, Lupane State University, Lupane, Zimbabwe

2. Centre for Evaluation Science, Faculty of Humanities and Social Sciences, Lupane State University, Lupane, Zimbabwe

3. Research, Monitoring and Evaluation Expert, Zimbabwe.

Funder

research

Publisher

Informa UK Limited

Subject

General Social Sciences

Link

https://www.tandfonline.com/doi/pdf/10.1080/23311886.2021.1913848

Reference48 articles.

1. Australian Bureau of Statistics. (2000). Annual Report. www//abs.gov.au/AUSSTATS/abs@.nsf/443A5C0E72AB9642CA2570AC00113F0C

2. Models of Disability in the Labelling and Attitudinal Discourse in Ghana

3. Baffoe, M. (2013). Stigma, discrimination & marginalization: Gateways to oppression of persons with disabilities in Ghana, West Africa. Journal of Educational and Social Research,3(1), 187–187. http://www.richtmann.org/journal/index.php/jesr/article/view/12107

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