Psychosocial determinans of low enrolment of children with disabilities in inclusive primary schools in Iringa rural district

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Date
2010
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The study investigated the psychosocial determinants of low enrollment of children with disabilities (CWDs) in inclusive primary schools in Iringa Rural District Tanzania specifically, this study explored whether the attitudes of teachers and parents/guardians determined the low enrollment and also examined if peers' and teachers' social support were associated with low enrollment of CWDs, It examined the existing cultural beliefs associated with low enrollment of CWDs. Finally, it examined whether parents'/guardians' socioeconomic status was associated with low enrollment of CWDs in inclusive primary schools in Iringa Rural District. Data were gathered through semi-structured interviews, focus group discussions, questionnaires, observations and document reviews from a sample of 116 respondents involving the categories of district coordinator of special education, head teachers, teachers, parents of children with disabilities in and out of school, children with disabilities in and out of schools and peers These had been sampled through purposive, stratified and simple random and convenience sampling techniques Qualitative and quantitative approaches through case study design were employed to facilitate the study. Moreover, qualitative data were analysed through thematic analysis while quantitative data were analysed with the help of Statistical Package for Social Science (SPSS) version 15. The findings revealed that both teachers and parents had a positive attitude towards CWDs and were in favour of enrolling them in inclusive primary schools. It was also revealed that there is considerable social support for CWDs from teachers and peers. As far as traditional beliefs are concerned, the study revealed that there certain traditional practices that negatively affect the enrolment of CWDs leading them to be overprotected or confined to home and away from public interactions. Regarding socio-economic status, the study revealed that parents' income levels, education levels and occupation types are associated with and worked towards the low enrollment of CWDs in Iringa Rural District. Based on these findings, the study recommends that The Ministry of Education and Vocational Training should collaborate with other ministries, sectors, departments, district councils, NGOs, faith based agencies and other stakeholders to ensure sensitization and awareness programmes are disseminated to the village level to ensure all citizens of various categories are motivated to cater for the needs of CWDs and to overcome traditional beliefs that inhibit the enrollment of children with disabilities in inclusive primary schools. Finally the study recommends further studies of a similar nature to more regions and districts, gender aspect and other levels of education.
Description
Available in print form, EAF collection, Dr. Wilbert Chagula Library, class mark ( THS EAF LC4602.T34L83 )
Keywords
Children mentality handcaped, Education, Iringa district (rural)
Citation
Luwungo, L.C ( 2010) Psychosocial determinans of low enrolment of children with disabilities in inclusive primary schools in Iringa rural district , Masters dissertation, University of Dar es Salaam, Dar es Salaam.