Challenges in identifying and serving students with special needs in Dodoma, Tanzania
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Date
2017
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Abstract
The purpose of this study was to assess if there is a functioning school-based system
of assessment for identification and intervention programmes for children with special
educational needs in pre-primary schools around Dodoma municipality. The study
employed mainly qualitative research approach with some elements of quantitative
research. Data were collected through interviews and documentary review. The study
involved 28 participants who were purposively selected. Qualitative content analysis
was used for data analysis. The study was guided by the socio-cultural theory. The find-
ings of the study revealed that there were no special educational needs policy imple-
mentation frameworks necessary to enforce the provision of special educational needs
for pre-primary children in Dodoma municipality. This has created a gap between the
intended policy outcome and what is actually implemented at the municipal and
school level. As a result, special educational needs for pre-primary children were mainly
being carried out through ordinary classes without special educators or assistive learn-
ing devices. It was noted that the communication between schools and families of
children with special educational needs was very poor. The study recommends that the
current practices in the area of special educational needs require major improvement.
Description
Full text article. Also available at https://ijccep.springeropen.com/articles/10.1186/s40723-017-0036-8
Keywords
Special needs, Serving students, Disabled students, Inclusive education, Disability, Special education needs, Dodoma, Tanzania, Disabled children, Pre-Primary school education
Citation
Mapunda, P. H., Omollo, A. D., & Bali, T. A. (2017). Challenges in identifying and serving students with special needs in Dodoma, Tanzania. International Journal of Child Care and Education Policy, 11(1), 1-16.