Please use this identifier to cite or link to this item: http://13.126.40.108:8080/xmlui/handle/123456789/712
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dc.contributor.authorDubey, Mradul-
dc.date.accessioned2025-01-31T06:40:24Z-
dc.date.available2025-01-31T06:40:24Z-
dc.date.issued2024-08-16-
dc.identifier.urihttp://13.126.40.108:8080/xmlui/handle/123456789/712-
dc.description.abstractInclusive education has become a global priority, with the aim of providing equitable learning opportunities for all students, irrespective of their abilities or disabilities (United Nations Educational, Scientific and Cultural Organization, hereafter UNESCO, 2020). In India, the Rights of Persons with Disabilities (RPWD) Act, 2016 mandates the provision of inclusive education and reasonable accommodations for students with disabilities. RPWD Act, 2016 defines inclusive education as a ‘system of education wherein students with and without disabilities learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities’en_US
dc.language.isoenen_US
dc.publisherRegional Institute of Education, Bhopalen_US
dc.relation.ispartofseriesD-729;-
dc.subjectAssistive Tools for Students with Disabilitiesen_US
dc.subjectTeacher Knowledge of Assistive Technologyen_US
dc.subjectSpecial Needs Educationen_US
dc.subjectEducational Technologyen_US
dc.subjectSupportive Learning Environmentsen_US
dc.subjectAccessibility in Educationen_US
dc.titleA Study of Teachers’ Awareness About Assistive Devices Used in Inclusive Settingsen_US
dc.typeThesisen_US
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content.pdfContent169.31 kBAdobe PDFView/Open
Chaper 01.pdfIntroduction163.57 kBAdobe PDFView/Open
Chapter 02.pdfReview of Related Literature109.07 kBAdobe PDFView/Open
Chapter 03.pdfMethodology541.43 kBAdobe PDFView/Open
Chapter 04.pdfAnalysis And Interpretation of Data114.54 kBAdobe PDFView/Open
Bibliography.pdfbibliography131.94 kBAdobe PDFView/Open
Appandix.pdfAppendix158.49 kBAdobe PDFView/Open


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