Ocena potrzeb dotyczących rozwoju zawodowego nauczycieli w zakresie kształcenia specjalnego w Namibii

Chitiyo, Morgan; Hughes, Elizabeth; Haihambo, Cynthy K.; Taukeni, Simon George; Montgomery, Kristen M.; Chitiyo, George

doi:10.5604/17345537.1229115

Cited by 2 publications

References 4 publications

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Special and Inclusive Education in Southern Africa

Chitiyo

Dzenga

2021

JOSEP

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice.

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Special and Inclusive Education in Southern Africa

Chitiyo

Dzenga

2021

JOSEP

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Building Peaceful Inclusive Schools for Inclusive Education

Haihambo

Shiimi²

2019

Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools

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Namibia is home to a diverse population in terms of race, ethnicity, socio-cultural status, culture, language, religion, abilities, and tradition. Before independence, race was the main variable in determining the quality of education one would receive. Upon independence, Namibians where determined to do away with all forms of inequality in education by adopting the Education for All philosophy. Namibia is signatory to various international conventions including the Convention on the Rights of the Child and the Salamanca Declaration. The findings suggest that, even though school principals and teachers seemingly support inclusion, it could be deduced that they either have a limited understanding and far-fetched understanding of what inclusive education really means.

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Ocena potrzeb dotyczących rozwoju zawodowego nauczycieli w zakresie kształcenia specjalnego w Namibii

Cited by 2 publications

References 4 publications

Special and Inclusive Education in Southern Africa

Special and Inclusive Education in Southern Africa

Building Peaceful Inclusive Schools for Inclusive Education

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