Browsing by Author "Maalim, Tabu Salum"

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    An appraisal of educational support structures for inclusive education in higher Learning institutions: a case of University of Dar es Salaam (Main Campus)
    (University of Dar es Salaam, 2011) Maalim, Tabu Salum
    The researcher conducted a study on an appraisal of educational support structures for inclusive education in higher Learning institutions a case of University of Dar es Salaam (Main Campus). The study worked on the following objectives; to assess how inclusive education is implemented at UDSM, to explore the educational support structures provided by the UDSM for students with special needs and support staff, to assess the preparedness of non-disabled students to help students with disabilities in an inclusive environment, and to examine the constraints that University of Dar es Salaam is facing in supporting inclusive education. The study used a qualitative research approach, and a case study design. The study was conducted at the UDSM, and the sample was chosen through purposive and stratified random sampling to include 16 students with disabilities, six students without disabilities (Care Givers), four lecturers, four special education unit personnel, four support personnel and four administrative staff. The sample comprised of 37 respondents. The instruments of data collection were interviews, focus group discussions, questionnaires and observation checklist. The major findings from the study indicated that UDSM has been and is in the forefront in implementation of inclusive education where students with disabilities are enrolled and study with non-disabled students using the same curriculum in regular classes. In that vein the disabled students were given educational support structures to enable them cope up in the inclusive environment. The support provided observed were entrance process during enrollment, environmental, academic, health services and guidance and counseling. The support services provided showed to be inadequate to meet the individual needs of all students with disabilities. Also there were no pre-preparation programs that are there for the non-disabled students to help students with disabilities in the inclusive environment. The major constraint UDSM faced in implementing inclusive education was lack of approved inclusive education policy, lack of funds and inadequate human as well as material resources. On the basis of findings, it is recommended that there is a need for providing adequate educational support services in order to enable students with special needs learn comfortably in inclusive environment. Non-disabled students should be prepared to help students with disabilities in inclusive environment. An approved inclusive education policy at UDSM should be in place in order to guide the effective implementation of inclusive education. Moreover, funds for educational support services should be increased so as to enhance adequate provision of human and material resources.