Cosmas, Juhudi K.2020-11-242020-11-242018Juhudi, 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 – 39.2523-2800http://hdl.handle.net/20.500.12661/2499Full 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.pdfThis 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.enFamily barriersPre-primary educationDisability childrenLindiQuality educationFamily educationSocio-cultural barriersSocio-economic barriersSpecial educationArticle