Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future

Possi, Mwajabu K.; Milinga, Joseph Reginard

doi:10.22521/edupij.2017.64.4

Cited by 24 publications

(36 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The problem retards learning abilities of students with visual impairment by making them fail in inal examinations (Kisanga, 2019;POSSI & MILINGA, 2017). Moreover, such situation makes them remain marginalized in the education sector thereby preventing them from proceeding with further studies, competing effectively in the labour market, developing their independence for better living in future, and beneiting from other advantages of studying secondary education (King, 2014;Kisanga & Richards, 2018).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Karuhawe

2021

Int. J. Res. Granthaalayah

View full text Add to dashboard Cite

This paper focuses on provision of necessary teaching and learning needs for improving academic performance of students with visual impairment study- ing in inclusive private as well as public secondary schools in Tanzania. It was guided by the following three specific objectives: to analyse reasons for provid- ing necessary teaching and learning needs of students with visual impairment in Tanzania inclusive secondary schools; to assess types of teaching and learn- ing needs that are necessary in provision of education for VI students in Tanza- nia inclusive secondary schools; to highlight significance of providing necessary teaching and learning needs to students with visual impairment in Tanzania inclusive secondary schools. The Open System’s Model was adapted in conducting this study. The model provides pieces of advice for provision of education under the following stages: input, process, and output to enable students learn efficiently as well as per- form better in studies and examinations. In its pursuit, the study applied qualitative research approach and a case study design. Qualitative research approach and the case study allowed the researcher to avoid biases by sup- porting researched information with clear facts as advised in rules of credibil- ity, transferability, dependability, and confirmability. Twenty-four participants selected under purposive sampling procedure were involved in the study. Semi- structured interviews and focus group discussions were the employed data col- lection methods. The researcher insists that necessary teaching and learning needs should always be provided in Tanzania inclusive secondary schools for students with visual impairment. Their significance is to facilitate students’ les- son understanding and better performance in examinations. Good examination results will assure parents and the government on extent to which education provided in the country meets intended national goals. It should be maintained by making provision of such needs a continuous process.

show abstract

Section: Statement Of the Problemmentioning

confidence: 99%

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Karuhawe

2021

Int. J. Res. Granthaalayah

View full text Add to dashboard Cite

show abstract

“…Finally, Iqtadar et al call attention to the lack of intersectional politics of race and disability in global educational contexts. They remind us of the need to critically evaluate Western ideas that are often uncritically 'imported' to global contexts in ways that can possibly hinder more than help (see, for example, Possi and Milinga 2017). Scholars who draw on DisCrit in their international work, such as Elder and Migliarini (2020), have taken up this sensitive task by sharing inclusive pedagogical methods used in the West while actively attempting to resist new forms of ideological colonialism.…”

Section: Some Concluding Thoughts and Questionsmentioning

confidence: 99%

From the Personal to the Global: Engaging with and Enacting DisCrit Theory Across Multiple Spaces

Connor

Ferri

Annamma

2021

Race Ethnicity and Education

View full text Add to dashboard Cite

This article serves as the introduction to a special edition of the Journal of Race, Ethnicity, and Education (REE) dedicated to Disability Critical Race Theory (DisCrit). We begin by sharing the seven tenets of in DisCrit, acknowledging our indebtedness to scholars of color who originally developed theories of intersectionality. Next, we discuss ways in which, from its original publication in REE (2013), DisCrit has gained traction as a theoretical tool that is increasingly used in research and practice. Then, we briefly summarize and comment upon the eight featured articles in this special edition. Each article has been purposefully selected to reflect a broad scope of interestsfrom empirical research to theoretical papers seeking changes within schools, communities, teacher education programs, research practices, and global connections. All contributions are from the USA as a way to consider ways in which DisCrit is being utilized in one country, while encouraging further intra-disciplinary, interdisciplinary, and global conversations.

show abstract

“…On the contrary, failure to institute a policy leads to lack of commitment. While there have been several policies and reforms related to education and learners with disabilities, such policies do not specifically address specific educational needs for the gifted (Possi & Milinga, 2017). Reviewing the education policies and reforms in Tanzania, Magava (2015) reported different factors that have affected effective implementation of the different education policies in the country.…”

Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Milinga

2021

Gifted Child Today

View full text Add to dashboard Cite

Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

show abstract

Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future

Cited by 24 publications

References 19 publications

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

Provision of Necessary Teaching and Learning Needs for Improving Academic Performance of Students With Visual Impairment in Tanzania Inclusive Secondary Schools

From the Personal to the Global: Engaging with and Enacting DisCrit Theory Across Multiple Spaces

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Contact Info

Product

Resources

About