Correction

Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux
South African Journal of Childhood Education | Vol 12, No 1 | a1176 | DOI: https://doi.org/10.4102/sajce.v12i1.1176 | © 2022 Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux | This work is licensed under CC Attribution 4.0
Submitted: 21 February 2022 | Published: 14 April 2022

About the author(s)

Sattiavany Veerabudren, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Alta Kritzinger, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Savila T. Ramasawmy, Department of Mathematics, Faculty of Education, Mauritius Institute of Education, Reduit, Mauritius
Salome Geertsema, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Mia le Roux, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa


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Abstract

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Keywords

Reading and writing difficulties; Perspectives; Teachers; Inclusive education; Mauritius; Mainstream government primary schools; Speech-language therapist; Special education needs

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