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School-based support teams’ views about their roles in supporting learners experiencing barriers to learning in mainstream classrooms

Background: Support for learners experiencing barriers to learning is critical for their successful inclusion in mainstream classrooms. This article presents the findings of a study that examined school-based support teams’ self-reported efficacies in supporting learners experiencing barriers to lea...

Ausführliche Beschreibung

Gespeichert in:
Hauptverfasser: Discent Moyo, Nilford Hove
Format: Artigo
Sprache:Inglês
Veröffentlicht: AOSIS 2025-12-01
Schriftenreihe:South African Journal of Childhood Education
Schlagworte:
school-based support teams
roles
supporting
barriers to learning
mainstream classrooms
south africa
Online-Zugang:https://sajce.co.za/index.php/sajce/article/view/1676
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