Full references about special education in Zambia
1. Banda, F., Mung'omba, S., & Rajan, G. (2015). In-service teacher training in special education in Zambia: Challenges, strategies, and implications for teacher development. Journal of Research in Special Educational Needs, 15(3), 222-230.
This article discusses the challenges and strategies of in-service teacher training in special education in Zambia. It highlights the need for effective professional development programs to enhance the skills and knowledge of teachers working with students with special needs.
2. Chataika, T., & Sithole, A. (2012). Inclusion of children with disabilities in mainstream schools: Challenges and opportunities for policy and practice in Zambia. International Journal of Inclusive Education, 16(9), 1003-1021.
This study explores the challenges and opportunities of inclusive education for children with disabilities in mainstream schools in Zambia. It provides insights into the policy and practice implications and emphasizes the need for a more inclusive education system.
3. Kapambwe, K. M. (2018). Inclusive education in Zambia: Challenges and opportunities for learners with disabilities. Journal of African Education, 2(4), 105-126.
This article examines the challenges and opportunities of inclusive education for learners with disabilities in Zambia. It discusses the role of stakeholders, the impact of inclusive education policies, and suggests strategies for enhancing inclusive practices in the country.
4. Mwaba, P. (2020). Special education policy in Zambia. In B. Yssel, A. B. Merbler, & J. R. Spiridakis (Eds.), Handbook of international special education: Trends, challenges, and issues (pp. 599-606). Routledge.
This chapter explores the special education policy in Zambia, including its historical context, key initiatives, and challenges. It provides an overview of the current state of special education in the country and addresses the need for further policy development.
5. Simushi, L. P. (2013). Early childhood education provision in special schools in Zambia: Progress, challenges, and policy implications. International Journal of Early Years Education, 21(2), 182-196.
This study examines early childhood education provision in special schools in Zambia. It analyzes the progress, challenges, and policy implications of early childhood education for children with special needs and highlights the importance of inclusive practices in this context.
Please note that these references are not exhaustive and may require further research to cover all aspects of special education in Zambia.