Assessment of developmental characteristics among children with special need in inclusive pre-primary schools

Wakil, Faridu M.

dc.creator	Wakil, Faridu M.
dc.date	2019-08-20T10:36:45Z
dc.date	2019-08-20T10:36:45Z
dc.date	2015
dc.date.accessioned	2022-10-20T14:15:24Z
dc.date.available	2022-10-20T14:15:24Z
dc.identifier	Wakil, F. M. (2015). Assessment of developmental characteristics among children with special need in inclusive pre-primary schools. Dodoma: The University of Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/1003
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1003
dc.description	Dissertation (MA Education)
dc.description	The purpose of this study was to assess developmental characteristics among children with special need in inclusive pre-primary schools. It was mainly guided by the Cognitive Development Theory, Social-Cultural Theory of Learning and Montessori Theory. The study involved 5 inclusive pre-primary school's teachers and 20 children with special need (10 visual and 10 hearing) aged 5-6 years old. The participating teachers were purposively selected. Data were collected through observations and interviews and were analyzed using thematic analysis procedures. The findings revealed that the hearing impaired children demonstrated relatively high levels in physical, cognitive, language and social-emotional development aspects. However, with regard to the cognitive domain especially in terms of memory and social-emotional specifically in the aspects of the relationship with others, visually impaired children performed relatively higher. However, the study found that inclusive pre-primary teachers organized different activities for fostering physical, cognitive, language and social-emotional developmental characteristics among the children. The study further found that there were numerous challenges encountered by teachers and students in improving child's developmental characteristics. It was therefore recommended that the government should allocate a remarkable budget for an inclusive pre-primary education program in order to facilitate the supply of adequate and enough teaching and learning materials. Again, educational stakeholders were recommended to put more efforts to promote the visually impaired children's development so as to balance their levels to those of hearing-impaired children.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Pre-Primary schools
dc.subject	Learning theory
dc.subject	Montessori theory
dc.subject	Educational stakeholders
dc.subject	Visually impaired children
dc.subject	Hearing impaired children
dc.subject	Special needs
dc.subject	Children development
dc.subject	Special education
dc.subject	Disability
dc.subject	Special education needs
dc.title	Assessment of developmental characteristics among children with special need in inclusive pre-primary schools
dc.type	Dissertation