Antecedent Factors of Pre-service Teachers’ Attitudes towards Children with Disabilities in Zimbabwe

Autor: Chitiyo, M., Park, M., Chitiyo, G., Makoni, R., Huh, C., Dzenga, C. G., Chitiyo, J.

Publikováno v: Zimbabwe Journal of Educational Research; Vol 30, No 2 (2018)

The push towards inclusive education has gathered momentum all over the world. As a result, many governments have enacted laws and policies directed towards promoting inclusion. This move has seen many students with disabilities who were traditionall

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=78975075580c::0702a17ab46d0739446a10517ab043c7
https://www.ajol.info/index.php/zjer/article/view/175255

Using Functional Communication Training to Reduce Self-Injurious Behavior for Individuals with Autism Spectrum Disorder.

Autor: Alakhzami M; Special Education-Autism Spectrum Disorder At Duquesne University, Pittsburgh, PA, USA. mariam.nas@hotmail.com., Chitiyo M; School of Education, Duquesne University, Pittsburgh, PA, USA.; School of Education, University of North Carolina, Greensboro, NC, USA.

Publikováno v: Journal of autism and developmental disorders [J Autism Dev Disord] 2022 Aug; Vol. 52 (8), pp. 3586-3597. Date of Electronic Publication: 2021 Aug 20.

Views of Zimbabwean Parents of Children with Autism apropos of the Process of Diagnosis and Access to Services

Autor: Chitiyo, M., Zeleke, W., Mutemeri, A., Dzenga, C. G., Siddiq, S. A., Chen, X.

Publikováno v: Zimbabwe Journal of Educational Research; Vol 29, No 3 (2017)

The number of children diagnosed with autism around the world is increasing. Unlike a few years ago, more about the disorder is known today, which facilitates the improvement of outcomes of the many children diagnosed with the disorder. However, most

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=78975075580c::f099c1ea633435ba5724b5b80530afcf
https://www.ajol.info/index.php/zjer/article/view/163571

Exploring context for implementation of inclusive education for children with developmental disabilities in mainstream primary schools in Ethiopia.

Autor: Genovesi, Elisa¹ (AUTHOR) elisa.genovesi@kcl.ac.uk, Ahmed, Ikram² (AUTHOR), Ayele, Moges³ (AUTHOR), Belay, Winini⁴ (AUTHOR), Burningham, Olivia⁵ (AUTHOR), Chen, Amanda⁶ (AUTHOR), Girma, Fikirte² (AUTHOR), Tesfaye Lakew, Liya⁷ (AUTHOR), Hanlon, Charlotte⁸ (AUTHOR), Hoekstra, Rosa Anna¹ (AUTHOR)

Publikováno v: PLoS ONE. 8/9/2024, Vol. 19 Issue 8, p1-16. 16p.

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.