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Special needs education in Uganda : a study of implementation of the policy on provision of education for children with 'mental retardation'.

By John Baptist Olweny Okech
Topics: Political science Public administration Education
Year: 1999
OAI identifier: oai:etheses.dur.ac.uk:1584
Provided by: Durham e-Theses

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  1. 1.6 Background 1.6.1 Ideologies and Trends Concerning the Rights to Education by Children with Special Needs in Other Countries The current education policy in Uganda is for
  2. 1.6.3.10 Education of the Hearing Impaired Education for the hearing impaired was started in 1958 when the Uganda Society for the 46Chapter 1: Introduction/Background Deaf was formed. In that same
  3. 1.6.3.11 Education of Children with Physical (Motor) Disabilities The Uganda Spastics Society was
  4. 1.6.3.19 Improving Nutrition According to The Uganda National Programme of Action for Children (U.N.P.C.) 54Chapter 1: Introduction/Background (1995:
  5. 1.6.3.4
  6. 1.6.3.5 Primary Education Reform Programme (PERP) PERP has been designed to implement most of the recommendations made in both the Kajubi Report and the White Paper with regard to the primary education sector. The reform has been
  7. 1.6.3.6 Present Structure
  8. 106Chapter 3: Aims of Education and Curriculum for Children with "Mental Retardation" from International Perspectives 3.2.3 Where Children with Mental Retardation are Supposed to
  9. 114Chapter 3: Aims
  10. 2.4 Medical Concepts and Definitions of doi
  11. 2.6.2 Proponents of the 1992 AAMR Definition Polloway (1998: p.175) has enumerated four justifications for his support for the application of the AAIMIR definition. Firstly, there should be a valid assessment which should consider linguistic diversity as
  12. 2.7 Concepts and Definitions of Mental Retardation from Educational Context From an educational point of view, in our opinion, the 1981 Education Act in
  13. 3.2.4 How Children with Mental Retardation are Selected (Assessed) for Education In 1904 a French psychologist, Binet, as already mentioned in the previous chapter (Chapter 2), began measuring children's intelligence. He
  14. 385Bates, P., Reazaglia, A. and Wehman, P. (1981) 'Characteristics of an Appropriate Education for Severely and Profoundly Handicapped Students', Education and Training of the Mentally Retarded, 16, 142-149.
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  26. 9Chapter 1: Introductioii/Background Thirdly, it is necessary for Uganda to recognise the extent to which some developing countries have adopted legislation or other mechanisms to
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