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Practices That Support the Inclusion of Children with Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
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Majoko, Tawanda – SAGE Open, 2017
The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and…
Descriptors: Inclusion, Autism, Pervasive Developmental Disorders, Preschool Children