Basic Education for Children with Special Needs in Zambia Progress and Challenges in the Translation of Policy

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/148

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DC Field	Value	Language
dc.contributor.author	Serpell, Robert	-
dc.contributor.author	Jere-Folotiya, Jacqueline	-
dc.date.accessioned	2019-04-29T09:08:34Z	-
dc.date.available	2019-04-29T09:08:34Z	-
dc.date.issued	2011-09	-
dc.identifier.uri	http://hdl.handle.net/123456789/148	-
dc.description	Education	en_US
dc.description.abstract	Zambia’s national policy on the formal education of children with special educational needs (CSEN) began to evolve following the completion of a nation-wide campaign to reach disabled children (ZNCRDC), which was spurred by the UN declaration of 1981 as the International Year of Disabled Persons (IYDP). The campaign generated epidemiological estimates of the prevalence of various types of disability among the population of basic school age (5–15 years), that showed that existing	en_US
dc.language.iso	en	en_US
dc.publisher	Sage	en_US
dc.subject	Special Education	en_US
dc.subject	pschcology and Development	en_US
dc.subject	Societies	en_US
dc.subject	Children with Special Needs	en_US
dc.title	Basic Education for Children with Special Needs in Zambia Progress and Challenges in the Translation of Policy	en_US
dc.title.alternative	Psychology & Developing	en_US
dc.type	Book	en_US
Appears in Collections:	eCollection

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