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dc.contributor.author Fidzani, L.C.
dc.contributor.author Mthombeni, F. M.
dc.date.accessioned 2012-11-28T11:15:07Z
dc.date.available 2012-11-28T11:15:07Z
dc.date.issued 2009
dc.identifier.citation Fidzani, L. C. & Mthombeni, F. M. (2009) Accessibility of family and consumer sciences laboratories in Botswana junior secondary schools by learners with physical disabilities, Journal of Family and Consumer Sciences Education, Vol. 27, No. 2, pp. 1-16 en_US
dc.identifier.uri http://hdl.handle.net/10311/1089
dc.description.abstract During the past decade, significant progress has been made on how to accommodate and teach learners with disabilities. However, less research has been done on creating a conducive learning environment for learners with disabilities. The purpose of this study was to determine the accessibility of Family and Consumer Sciences (FCS) laboratories for learners with mobility problems. The focus of this study was on the accessibility, reach ability, and safety of FCS laboratories. Fifty junior secondary schools in the South Central Region of Botswana were selected for the study. A questionnaire and an accessibility checklist were used to evaluate the laboratories’ current situation. The findings indicate that all FCS laboratories investigated were not designed to meet the needs of learners with mobility disabilities. en_US
dc.language.iso en en_US
dc.publisher NATEFACS, http://www.natefacs.org en_US
dc.subject Learners en_US
dc.subject Physical disabilities en_US
dc.subject Family and consumer sciences laboratories en_US
dc.subject Botswana en_US
dc.title Accessibility of family and consumer sciences laboratories in Botswana junior secondary schools by learners with physical disabilities en_US
dc.type Published Article en_US
dc.link http://www.natefacs.org/JFCSE/v27no2/v27no2Fidzani.pdf en_US


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