UNESCO (1985). A Guide to Teacher Training Programs in Special Education in Africa.
https://books.google.com/books?id=SkmqDwAAQBAJ&pg=PT322&lpg=PT322&dq=UNESCO.+(1985).+A+Guide+to+teacher+training+programs+in+special+education+in+Africa:&source=bl&ots=Ls6A9Lv5u_&sig=ACfU3U3hMzkf09QTeIIBPH7IsdWc0o11w&hl=en&sa=X&ved=2ahUKEwiK_fmo4ajqAhWJg3IEHbMjASQQ6AEwAHoECAkQAQ#v=onepage&q=UNESCO.%20(1985).%20A%20Guide%20to%20teacher%20training%20programs%20in%20special%20education%20in%20Africa%3A&f=false

has been cited by the following article:

• TITLE: Performance of Visually Impaired Learners: Narok Integrated Program for the Visually Impaired in Kenya

  AUTHORS: Raphael Birya, Elizabeth Kalu

  KEYWORDS: Integrated Program, Visually Impaired, Performance, Behavioral Engineering Model, Disability

  JOURNAL NAME: Open Journal of Social Sciences, Vol.10 No.5, May 25, 2022

  ABSTRACT: Using the Behavioral Engineering Model (BEM), this study investigates possible causes and solutions to teachers’ performance at Kenya’s Narok Integrated Program for Visually Impaired (NIPVI). The model has been used in organizations to identify challenges to improve workers’ performance. In this context, the instrument replicates its use to discover challenges and solutions to teachers’ performance at the NIPVI. The study used a quantitative content analysis design. A secondary data collected in 2011 was coded using categories and subcategories from the BEM. Statistical tests were utilized to analyze the content. The outcomes revealed possible performance causes displaying specific factors influencing the challenges and measures the institution can attend to improve the performance.