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Bot GPT 3.5 1. Ministry of Education, Science, Vocational Training and Early Education of Zambia. (2013). Special Education Policy. Retrieved from http://www.education.gov.zm/download/special-education-policy/
This official policy document, published by the Ministry of Education in Zambia, provides an overview of the country's approach to special education. It includes information on the goals, principles, and strategies of special education, as well as the roles and responsibilities of various stakeholders. The document also highlights the importance of inclusive education and the rights of children with disabilities.
2. Chishimba, J., & Nkhoma, M. (2017). Special Education Needs: Policy Framework, Practices and Challenges in Zambia. IOSR Journal of Humanities and Social Science, 22(10), 75-81.
This research article examines the policy framework, current practices, and challenges related to special education in Zambia. It explores the barriers faced by students with special needs, including inadequate resources, limited teacher training, and lack of awareness. The article also discusses the implications of inclusive education and suggests recommendations for improving special education services in the country.
3. Namwila, G. (2018). Education for Children with Disabilities in Zambia: A Comparative Analysis of Special Education and Inclusive Education Approaches. International Journal of Progressive Education, 14(3), 169-191.
This comparative analysis article explores the approaches to education for children with disabilities in Zambia, specifically comparing special education and inclusive education models. It examines the benefits and challenges of each approach, and highlights the need to shift towards inclusive education to ensure the full participation and rights of all learners with disabilities.
4. Ndhlovu, S. M., & Lubasi, S. M. (2019). Practitioner perspectives on early childhood special education in Zambia: A case study. International Journal of Multidisciplinary Perspectives in Special Education, 4(1), 143-161.
This case study focuses on the perspectives of practitioners working in early childhood special education in Zambia. It explores their experiences, challenges, and the strategies they employ in supporting children with disabilities. The study sheds light on the importance of early intervention and the need for targeted professional development for teachers in the field of special education.
5. Katongo, M., & Bweupe, M. (2020). Perspectives on Inclusive Education in Zambia: Challenges and Opportunities. Journal of Research in Special Educational Needs, 20(4), 275-286.
This research article examines perspectives on inclusive education in Zambia, including challenges and opportunities. It discusses the importance of inclusive education in promoting equal access to quality education for children with disabilities. The article also highlights the need for supportive policies, infrastructure, and teacher training to ensure the successful implementation of inclusive education in the country.