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

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dc.contributor.authorSandy, Amena
dc.date.accessioned2014-01-17T15:18:26Z
dc.date.available2014-01-17T15:18:26Z
dc.date.issued2014-01-17
dc.identifier.urihttps://hdl.handle.net/2139/21595
dc.language.isoenen_US
dc.subjectPerceptionsen_US
dc.subjectSpecial needs studentsen_US
dc.subjectPrimary school teachersen_US
dc.subjectPrimary school studentsen_US
dc.subjectTeacher attitudesen_US
dc.subjectMainstreamingen_US
dc.subjectInclusive educationen_US
dc.subjectRegular class placementen_US
dc.subjectCase studiesen_US
dc.subjectTrinidad and Tobagoen_US
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 inquiryen_US
dc.typeOtheren_US

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