Towards interventions on school dropouts for disabled learners amidst and post-Covid-19 pandemic
Bibliographic Data
| ID | 15712100 |
|---|---|
| Authors | Tawanda Makuyana (0000-0001-8910-7979, North-West University, corresponding author) |
| Year | 2022 |
| Volume | 11 |
| Pages | 1009-1009 |
| Publication date | 2022-06-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | African Journal of Disability (JOURNAL) |
| Journal identifiers | ISSN: 2223-9170 • E-ISSN: 2226-7220 |
| Publisher | AOSIS (PUBLISHER • ZA) |
| DOI | 10.4102/ajod.v11i0.1009 |
| PMID | 35812769 |
| OpenAlex | W4283650038 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
Based on the finding, it is clear that dropouts amongst disabled learners can be alleviated by using a systematic multi-stakeholder local community-based intervention approach. This, therefore, implies that government authorities and agencies should incorporate disability into mainstream policies that guide planning, budgeting, staffing, and mobilisation of other resources. This would ideally enhance the provision of learning opportunities to disabled learners whilst supporting their diverse educational needs without dichotomies set by 'ability and disability', or normal and abnormal. In this manner, inclusive education can contribute to the educational success of disabled learners through developing sustainability and resilience amongst disabled learners
Coronavirus disease 2019 (COVID-19 · Developmental psychology · Extant taxon · Focus group · Inclusion (mineral · Mainstream · Medical education · Narrative · Pandemic · Pedagogy · Political science · Psychological intervention · Qualitative research · Social science · Sociology · Disability Education and Employment · Disability Rights and Representation · Family and Disability Support Research · Medicine · Psychology · Social Psychology
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Qualitative Data Analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |