Factors inhibiting enrolment of children with disabilities in Tanzaniaan primary schools: a case study of Tabora Urban Municipality
| dc.contributor.author | Yosiah, Misago | |
| dc.date.accessioned | 2021-01-20T12:17:39Z | |
| dc.date.available | 2021-01-20T12:17:39Z | |
| dc.date.issued | 2005 | |
| dc.description | Available in print form, EAF Collection, Dr. Wilbert Chagula Library, (THS EAF LC4035.T34Y67) | en_US |
| dc.description.abstract | This explored factor that inhibit enrolment of children with disabilities in Tanzanian Primary schools using one region as a case study. It focused on parents/guardians attitudes towards educating children with disabilities. The study explored governments’ efforts to promote inclusive education and parents’/guardians’ awareness about opportunities and available support to children with disabilities. The research was mainly qualitative in nature and utilized in-depth interviews, focus group discussions and documentary review as methods for data collection. The study constituted 74 respondents (One Regional Education Officer, One Municipal Education officer, 12 schoolteachers, 8 enrolled children with disabilities, 30 non-enrolled children with disabilities do not access public basic education, more girl than boys are vulnerable. Factors inhibiting access included over protection, poverty at the household level where children with disabilities become income earners, lack of parents’/guardians’ educational priority to these children and lack of awareness among parents/guardians on availability of school opportunities and support to such children. Other factors included lack of conducive environment for inclusive education in most public primary schools and limited employment opportunities for such children after school completion. These factors, among others, deny children with disabilities the right to basic education. In due regard, the study recommends that teaching/learning environment for inclusive education should be improved through various methods. For instance, increase parents’/guardians’ awareness, establishing regular gre-service including in-service training for teachers; construction or rehabilitation of school buildings should consider children with disabilities; and the government should include children with disabilities in all national policies, plans and programmes so as to realize Education For All calls. | en_US |
| dc.identifier.citation | Yosiah, M. H (2005), Factors inhibiting enrolment of children with disabilities in Tanzaniaan primary schools: a case study of Tabora Urban Municipality, Masters dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/14117 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Children with disabilities | en_US |
| dc.subject | Education (primary) | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Handcapped children | en_US |
| dc.title | Factors inhibiting enrolment of children with disabilities in Tanzaniaan primary schools: a case study of Tabora Urban Municipality | en_US |
| dc.type | Thesis | en_US |