| dc.description |
This qualitative study presents a description about school planning for children with
disabilities education in Tanzania. The study was conducted from September 2014 to
April to May 2015 at Nyamagana district.
The role of school planning upon children with disabilities access to education in
Tanzania were researched through a case study design, and the data were collected
through two focus group discussion and three semi structured interviews. The first focus
group discussion held consisted of four primary school teachers, and the second focus
group discussion consisted of twelve secondary school teachers. Three semi structured
interviews used in data collection were conducted with District Educational Officer of
Special Need Education. Others were with one headmaster, and the head teacher.
The findings of the study were presented according to the research objectives. In
connection with how access to education for children with disabilities was provided in
Nyamagana district, it was reveled that access to education for children with disabilities
was done in two major ways namely; inclusively education and special education in
which children with disabilities attend the same school and the same class with normal
children. It was found that, although the district contribution is vital to the successful
implementation of education for all access to education for children with disabilities face
some obstacles namely; financial constraints, insufficient government support and poor
infrastructures.
The study recommends that school planning upon children with disabilities access to
education should be regarded as part and parcel of implementation of education for all. |
|