Similar Items: Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
- Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment
- Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes
- Integrating intelligent tutoring systems for differentiated learning in inclusive classrooms
- Perceptions of best practices for teaching literacy to Foundation Phase learners with blindness
- Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school
- A journal content analysis of the concept of inclusion in Inclusive education
Similar Items: Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes
- A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention
- Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment
- The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes
- Exploring the experiences of parents' involvement in supporting children with dyslexia in Maseru, Lesotho
- Teaching reading to learners with intellectual developmental disorders : practices in the Foundation Phase
- Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context