Parents ‘negative attitude towards the education of their special needs children in Tanzania: the case study of Moshi selected integrated primary school

No Thumbnail Available
Journal Title
Journal ISSN
Volume Title
University of Dar es Salaam
This dissertation is concerned with parents’ negative attitude to the education of special needs children in Moshi Rural and selected integrated primary schools in Kilimanjaro Region. The study based on the following objectives: To determine the parents negative attitude to education for their children with special needs, examine implications of such negative attitude on education on their children with special needs, investigate the interventions used by Tanzania government to ensure that parents change their attitude for the betterment of the government, investigate the strategies that can be used to mitigate the problem. Random sampling stratified simple sampling; convenience samplings as well as purposive sampling were used in the study. The sample had 163 respondents made up of teachers (specialists and non-specialists), parents (with and without pupils with special needs), head teachers, five integrated schools and pupils (with and without special needs). Data collection methods comprised semi structured interviews, documentary search and observation techniques. The research was informed and shaped by triangulation that involved employing historical analysis and critical study literature review. Informants whose experience informed and shaped the study were heterogeneous in nature the data were qualitatively, analyzed. The findings of the study revealed that, that poverty, undefined curriculum, lack of awareness, fear and the distance location of integrated primary schools are some of the factors contributing to the parents’ negative attitude to educating children with special needs. Other challenges include lack of legislation and policy that deal direct to failure of some parents to send their pupils with special needs to school. Also there was inadequate funding for the running of schools, teaching and learning facilities coupled with lack of adequate specialist acquiring teachers. Moreover, most of the schools had no friendly environment for special needs pupils. It is recommended that schools with special needs pupils should be allocated more funds to enable the schools to be equipped, with enough facilities. MoEC should amend the Educational Act with regard to special needs education, as well as review the curricula effectively cater for the special needs pupils. Consequently, the government should adopt strategies identifying, enrolling and monitoring the progress of children with special needs. Seminars should be provided to teachers as well as community members on special needs education. The findings of the study are developmental in character and are aimed at encouraging the adoption of strategies that would motivate parent to change the attitude for the benefit of their children with special needs education.
Available in print form
Special education, Children, Primary schools, Moshi, Tanzania
Shewedi, S. E (2011) Parents ‘negative attitude towards the education of their special needs children in Tanzania: the case study of Moshi selected integrated primary school. Master dissertation, University of Dar es Salaam, Available at (