Barriers to inclusive education in Tanzania’s policy environment: national policy actors’ perspectives

Braun, Alisha M. B.

doi:10.1080/03057925.2020.1745057

Cited by 8 publications

(6 citation statements)

References 28 publications

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“…For instance, the study by Rwegoshora (2016) found that there is a shortage of teaching staff at schools to counteract a large number of disabled pupils. These views were supported by Braun (2020) who revealed that there is a shortage of trained teachers in special education as well as inadequate teaching and learning facilities. This arises because there are few colleges and universities which offer courses for teaching pupils with special needs in Tanzania.…”

Section: Background Of the Studymentioning

confidence: 99%

“…Both declarations and education policies focused on the provision of education for all, including children with mental impairments (ibid). Braun (2020) in his study on barriers to inclusive education in Tanzania's policy environment: national policy actors' perspectives, revealed that when there are enough teachers, teaching and learning resources as well as parental support, children with mental impairments are likely to acquire quality primary education. It was also shown that education for children with mental impairment started in the 1950s.…”

Section: Background Of the Studymentioning

confidence: 99%

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Factors Influencing Children with Mental Impairment in Acquiring Quality Primary School Education in Singida Municipality, Tanzania

Mtendah¹,

Lema²

2022

East Afr. j. arts soc. sci.

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This study investigated the factors influencing children with mental impairment in acquiring quality primary education in Singida Municipality. Specific objectives were to determine the availability of specialist teachers to help pupils with mental impairment as to acquire quality primary education, to examine the availability of teaching and learning materials for teaching children with mental impairment, and to determine the perception of regular /ordinary teachers towards helping children with mental impairment in acquiring quality primary education. A descriptive type of research and a mixed research approach was used in this study. The study found that primary schools in the study area have specialised teachers for mentally impaired children, but they are not given training from time to time. It was further found that it is inadequate teaching and learning materials that hinder the provision of quality education for children with mental impairment. The study also revealed that the parents were not fully supporting children with mental impairment in acquiring quality education. The study however found that regular teachers were supporting in ensuring the provision of quality education for children with mental impairment in the study area. The study concluded that there is a problem with adequate teaching and learning materials for children with mental impairment in primary schools in the study area. This hinders the provision of quality education. Parents still lag behind in supporting children with mental impairment in primary schools to acquire quality education through failure to provide all the required learning materials and failure to make follow-ups on the academic progress of their children.

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Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Factors Influencing Children with Mental Impairment in Acquiring Quality Primary School Education in Singida Municipality, Tanzania

Mtendah¹,

Lema²

2022

East Afr. j. arts soc. sci.

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“…The objective to provide education for all by the year 2021 includes students with disabilities (Braun, 2020). Inclusion has become an important aspect of educational systems around the world in recent decades with noticeable increase in access to regular education for students with special educational needs (Ferguson, 2008).…”

Section: Inclusive Education In Tanzaniamentioning

confidence: 99%

Measuring levels of self-esteem of students with visual impairments in regular schools in Tanzania

Kapinga¹,

Aloni²

2021

British Journal of Visual Impairment

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The global statistics show that more than 2.2 billion people are either faced with vision impairment or blindness. Visual impairment has been shown to affect young people’s emotional and psychological well-being, and has a profound effect on education attainment. This study assessed the levels of self-esteem of students with visual impairments in regular secondary schools in Tanzania. This was a cross-sectional research study. Self-esteem of students with visual impairment was studied in a group of 55 students included in two regular secondary schools enrolling students with visual impairments in Ruvuma and Iringa regions in Tanzania mainland. A set of self-esteem aspects was used to construct the outcome variable. Levels of self-esteem of students were obtained using the Rosenberg Self-Esteem Scale. The findings show 7.3% and 92.7% of students with visual impairments constitutes low and high self-esteem respectively. Levels of self-esteem for students with visual impairments were independent of students’ class ( p = .440), sex ( p = .528) and type of disability ( p = .169). Intrinsic self-esteem is more advocated among students with visual impairments in regular secondary schools in Tanzania. Further study on the relationship between levels of self-esteem and students’ performance needs to be addressed. Self-esteem was self-reported by students without any means of confirmation of the responses. This may have affected the estimated prevalence levels of students’ self-esteem.

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“…Throughout history, Tanzania has made significant efforts to promote inclusive education and support students with disabilities since independence in 1961 (Braun, 2022). Despite the multifaceted nature of disabilities, the government has constantly committed to protecting everyone and treating all children with equal respect as their constitutional rights (Anastasiou & Bantekas, 2023).…”

Section: Introductionmentioning

confidence: 99%

Empowering Special Minds: A Systematic Review of Government Support for Students with Disabilities in Tanzania

Kambuga,

Mgonja

2023

ijess

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The scope of the study includes an analysis of the implementation of inclusive education policies for students with disabilities in Tanzania as well as the identification of barriers that affect their effectiveness. This study aims to explore the conditions of implementation of inclusive education policies and identify challenges in achieving sustainable education inclusion for students with disabilities in Tanzania. The methodical strategy used to find relevant documents published between 2004 and 2022 was powered by the publish or perish domain across many electronic databases, namely Google Scholar, Institutional Repositories, and ERIC. Nine documents out of 41 were selected for data mining and analysis after meeting inclusion and exclusion criteria. The results show that the government has implemented several policies and strategies, like the Education and Training Policy, the Persons with Disabilities Act, the Inclusive Education Strategy, and educational regulations and circulars reinforcing inclusive education and children with disabilities' rights to access education. In addition, the government has established inclusive schools and special needs education departments at the ministerial level to address the several needs of students with disabilities. The review also highlights several impediments to implementing inclusiveness in education by government initiatives. These impediments include insufficient funds, dilapidated and inaccessible infrastructure, the community stigma related to disability, inadequate specialised experts, and a lack of assistive technology in many conventional schools. The implication of this research is to provide a better understanding of the effectiveness of inclusive education policy implementation in Tanzania and highlight the barriers that need to be overcome to achieve sustainable education inclusion for students with disabilities.

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Barriers to inclusive education in Tanzania’s policy environment: national policy actors’ perspectives

Cited by 8 publications

References 28 publications

Factors Influencing Children with Mental Impairment in Acquiring Quality Primary School Education in Singida Municipality, Tanzania

Factors Influencing Children with Mental Impairment in Acquiring Quality Primary School Education in Singida Municipality, Tanzania

Measuring levels of self-esteem of students with visual impairments in regular schools in Tanzania

Empowering Special Minds: A Systematic Review of Government Support for Students with Disabilities in Tanzania

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