| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
The status and the power of a foundation phase teacher
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers' perspectives on inclusion of disabled learners in Botswana
|
|
University of Cape Town, Department of Health & Rehabilitation Sciences, Cape Town |
Thesis |
1 |
 |
The impact of child sexual abuse (CSA) on the school life experiences and academic performance of adult CSA survivors
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
The development of an inclusive approach in early childhood education in Namibia
|
|
Stellenbosch University, Faculty of Education, Curriculum Studies, Stellenbosch |
Thesis |
1 |
|
|
Teaching practice: its purpose and implementation
|
|
Oxford University Press |
Books |
1 |
 |
The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
|
The design and use of an outdoor learning environment for sensory and motor stimulation
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
 |
Tshivenda luambo lwa hayani. Gireidi ya 3, Bugu ya 2, Kotara 3 & 4
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
|
|
Teachers' perceptions and implementation of Religion Education in the Foundation Phase
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
 |
The identification of sensory processing difficulties of learners experiencing Asperger’s Syndrome (AS) in two mainstream Grade R classes
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
