Session Information
04 SES 07B, Specify Areas of Support
Paper Session
Contribution
Method
Expected Outcomes
References
Arbeiter, S. and Hartley, S. (2002). Teachers’ and pupils’ experiences of integrated education in Uganda. International Journal of Disability, Development and Education, 49 (1) 61-78 Bagandanshwa, E. T. T. (1999). “Some highlights in development of educational services for visually impaired and blind people in Tanzania. Huria Journal Vol 2 (2), 44-57 Bagandanshwa, E. T. T. (2004). Teacher Education for Special Education. In G. Höjlund, N. Mtana, and E. Mhando (Eds).Teaching and learning in primary education in Tanzania, Dar Es Salaam: Ecoprint Kisanji, J. (1998). The march towards inclusive education in non-Western countries: Retracing the steps. International Journal of Inclusive Education, 2(1), 55-72 Mahenge, S. T. (2004). Creating an environment of critical thinking in classroom teaching. In G. Höjlund, N. Mtana, and E. Mhando (Eds).Teaching and learning in primary education in Tanzania, Dar Es Salaam: Ecoprint Malekela, G. (2004). Current practices in primary education in Tanzania. In G. Höjlund, N. Mtana, and E. Mhando (Eds).Teaching and learning in primary education in Tanzania, Dar Es Salaam: Ecoprint Mmbaga, D. R. (2002). The inclusive Efucation in Tanzania. Dream or reality. Sweden: Stockholm University Mnyanyi, C. B. F (2005). Conception of learning among girls with and without visual impairment. Vasa: Abo Akademi University. Osaki, K. M. (2000). Reflection on the change processes implied in the teacher education master plan in Tanzania. In G. Höjlund, N. Mtana, and E. Mhando (Eds). Practices and possibilities in teacher education in Africa: Perspectives from Tanzania. Dar Es Salaam: Ecoprint
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