Resources allocation and the quality of education for pupils with visual impairment in inclusive primary schools in Tanzania
| dc.contributor.author | Martin, Paulina | |
| dc.date.accessioned | 2021-01-30T05:59:55Z | |
| dc.date.available | 2021-01-30T05:59:55Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, EAF Collection, Dr. Wilbert Chagula Library, (THS EAF LC4069.3.T34M37) | en_US |
| dc.description.abstract | Education is essential for bringing a bright future to the people including the people with special needs in any society. In order to facilitate quality education, the government should also allocate adequate resources. The study intended to examine the extent to which resources allocation facilitated the quality of education in inclusive primary schools in the City of Dar es Salaam for pupils with visual impairment within three municipals which are Kinondoni, Temeke and Ilala. Visual impairment within three municipals which are Kinondoni, Temeke and Ilala. Selected five schools were Uhuru Mchanganyiko Primary School, Kibasila, Msasani, Mbezi Louis and Kawe Primary School. The study aimed to examine whether the resource allocation to inclusive primary School, used for the provision of teaching and learning materials for the pupils with visual impairment, to explore the extent to which resources allocation at school level consider the special needs of pupils with visual impairment, to investigate whether the resource allocation to primary schools are used for construction of a friendly and accessible environment for pupils with visual impairment and to examine whether the resources allocated are enough to meet the needs of all children in inclusive primary schools. The purpose of the study was to explore the extent to which resources allocated to primary schools level were used for provision of quality education for pupils with visual impairment in inclusive primary schools. Chapter two deals with the literature review on how the resources allocation to education is conducted in general. Chapter three was concerned with data presentation, interpretation, analysis and the discussion of the study findings. The methods of data collection included questionnaires, interviews and, observations. Sample involved was sixty eight respondents; including three Education Officers, five head teachers, ten classroom teachers and fifty pupils. The study employed qualitative approach, whereby, qualitative data was analyzed through content analysis and percentage. Chapter four deals with data presentation, analysis, interpretation, discussion of the study findings, including challenges facing pupils with visual impairment and solutions of the challenges. Then chapter five deals with summary of the study, conclusion, recommendations and suggestions for further | en_US |
| dc.identifier.citation | Mrtin, P (2011) Resources allocation and the quality of education for pupils with visual impairment in inclusive primary schools in Tanzania, Masters dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/14551 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Children with disabilities | en_US |
| dc.subject | Primary education | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Resources allocation and the quality of education for pupils with visual impairment in inclusive primary schools in Tanzania | en_US |
| dc.type | Thesis | en_US |