Family barriers for quality pre-primary education for children with disabilities in Tanzania: A case of Lindi region
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
African Society for Research on the Education of Adults (ASREA)
Abstract
This study examined family barriers in the provision of quality of Pre-Primary education for the children with disabilities in Lindi Region, Tanzania. This study was a qualitative inquiry. Data were collected using in-depth interviews and focus group discussions. It involved a sample of 23 of the participants. The study established that the provision of the quality Pre-Primary education for the children with disabilities was hampered by a number of the family barriers. These barriers were classified as the socio-economic and socio-cultural barriers within the families. The overall conclusion was that the existing context of the families of children with disabilities was more inhibitive than facilitative for Pre-primary Education for children with disabilities. Among the recommendations were to mobilize and sensitize parents and family members to eliminate the socio-economic and socio-cultural barriers within the families giving Pre-Primary Education to their children with disabilities.
Description
Full text article. Also available at https://jopea.org/images/PDF_-_Cosmas_Juhudi_-_JOPEA_-_Family_Barriers_for_quality_Pre-Primary_Education_for_Children_with_Disabilities_in_Tanzania.pdf
Keywords
Family barriers, Pre-primary education, Disability children, Lindi, Quality education, Family education, Socio-cultural barriers, Socio-economic barriers, Special education
Citation
Juhudi, K. C. (2018). Family barriers for quality pre-primary education for children with disabilities in Tanzania: A case of Lindi region. Journal of Popular Education in Africa. 3(1), 22 – 39.