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Learners with disabilities face psych social and psycho educational challenges which militate against attainment of educational goals. There are scant approaches in addressing the needs of this special group of learners in many curricula of the world. The book navigates through suitable holistic approaches to assisting students with disabilities in the primary school. Child abuse is factored in, not as a disability, but a social evil which negatively affects inclusivity in a mainstream classroom. The performance lag address program, an individualised teaching program developed in Zimbabwe, is provided in the last chapter which can effectively help learners with a wide range of learning disabilities.
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