Titlebook: Education for Children with Disabilities in Addis Ababa, Ethiopia; Developing a Sense o Margarita Schiemer Book‘‘‘‘‘‘‘‘ 2017 The Editor(s)

誓約

書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia影響因子(影響力)




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia影響因子(影響力)學(xué)科排名




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia網(wǎng)絡(luò)公開度




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia被引頻次




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia被引頻次學(xué)科排名




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia年度引用




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia年度引用學(xué)科排名




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia讀者反饋




書目名稱Education for Children with Disabilities in Addis Ababa, Ethiopia讀者反饋學(xué)科排名

騙子

Ruppa K. Thulasiram,Adenike Y. Bamgbaderelation to the major outcomes of the research. Towards the end of this chapter, a short reference is made to the Ethiopian history concerning issues of disability and education. Last but not least, the objectives of the book are clarified.

delusion

disciplined

SEVER

Density

Critical Reflections on the Study, critical perspective and in the light of educational equity. This chapter provides the potential readers with critical input from myself. It shows that the work at hand has also been critically examined by me. Hence, it gives hints towards issues that could be elaborated more extensively and therefore would contribute to and continue my?work.

Density

宣傳

https://doi.org/10.1007/978-3-319-96433-1erviews of children, parents, teachers and other experts, the mentioned perspectives are discussed. Having elaborated the categories for each perspective, each part is concluded with a summary that focuses on the meaning of education for each of the participating groups. This is then linked to a discussion in relation to educational equity.

bibliophile

不能平靜

Computational Linguistics and Talking Robots critical perspective and in the light of educational equity. This chapter provides the potential readers with critical input from myself. It shows that the work at hand has also been critically examined by me. Hence, it gives hints towards issues that could be elaborated more extensively and therefore would contribute to and continue my?work.