Teachers’ perceptions of their experiences with the integration of students with special educational needs into the regular classrooms at Excel Primary School: A hermeneutic-phenomenological inquiry

dc.creatorSandy, Amena
dc.date.accessioned2014-01-17T15:18:26Z
dc.date.accessioned2019-08-05T18:33:03Z
dc.date.available2014-01-17T15:18:26Z
dc.date.available2019-08-05T18:33:03Z
dc.date.created2014-01-17T15:18:26Z
dc.date.issued2014-01-17
dc.identifierhttp://hdl.handle.net/2139/21595
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3024881
dc.languageen
dc.subjectPerceptions
dc.subjectSpecial needs students
dc.subjectPrimary school teachers
dc.subjectPrimary school students
dc.subjectTeacher attitudes
dc.subjectMainstreaming
dc.subjectInclusive education
dc.subjectRegular class placement
dc.subjectCase studies
dc.subjectTrinidad and Tobago
dc.titleTeachers’ perceptions of their experiences with the integration of students with special educational needs into the regular classrooms at Excel Primary School: A hermeneutic-phenomenological inquiry
dc.typeOther


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