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pro vyhledávání: '"Okutoyi Joel"'
Kenyan Sign Language (KSL) is the primary language used by the deaf community in Kenya. It is the medium of instruction from Pre-primary 1 to university among deaf learners, facilitating their education and academic achievement. Kenyan Sign Language
Externí odkaz:
http://arxiv.org/abs/2410.18295
Publikováno v:
Scholars Journal of Arts, Humanities and Social Sciences. 4:828-835
Stuttering is a speech disorder characterized by repetitions, prolongations, interjections, hesitations and blocks. The prevalence rate of persons who stutter in the World is 1%. Kenya has an estimated 440, 000 persons who stutter, out of which 16,60
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6592d1e8e153215134a28e012eb8eb41
https://doi.org/10.21276/sjahss.2016.4.7.12
https://doi.org/10.21276/sjahss.2016.4.7.12
Publikováno v:
IRA International Journal of Education and Multidisciplinary Studies. 16:112
The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learne
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bfad8af60d3425c31c9c9f29ddf0a661
https://doi.org/10.21013/jems.v16.n2.p4
https://doi.org/10.21013/jems.v16.n2.p4
Stuttering is characterized by repetitions, prolongations, interjections, hesitations and blocks. The prevalence of Persons who Stutter (PWS) in Kenya is 440,000. Kakakmega county has a prevalence of 12,000 PWS, of which 4,400 are schools going age c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______2659::80124d9d2e003fbefdccde236c4e94fb
https://zenodo.org/record/3479920
https://zenodo.org/record/3479920
Publikováno v:
IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526). 5:119
The national education system has been characterised by inadequate educational management practices and facilities that do not respond well to the challenges faced by Learners with Special Needs (LWSNs). These learners are gradually and deliberately
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2d8a517f4aa740d82337fa08a923b796
https://doi.org/10.21013/jems.v5.n2.p7
https://doi.org/10.21013/jems.v5.n2.p7