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His findings indicate that dually-trained special educators i. The critical shortage of special needs experts is common not only in developing countries but also in some developed one. Kulagina Oreshkina found that lack of qualified teachers was undermining the quality of special education in Russia. The situation in regular schools is even more challenging.
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Assessment for identification of pre-primary children with special needs requires a multi-disciplinary assessment team that comprises specialist teachers, psychologists, speech and language specialists, physical and occupational therapists, counsellors, and other relevant professionals Charema This implies that there has been no deliberate assessment for identification exercise with regard to children with special educational needs in the area of the study.
Surprisingly, even special schools like Dodoma Viziwi were found not working in team with other special needs specialists. For instance, the Table shows that there are two teachers teaching pre-primary classes in school D and H who were trained in general education. The second question of this study was geared to find out the school-based intervention placements available for pre-primary children with special educational needs in Dodoma municipality. Responses from the informants showed that there were three school-based intervention programmes namely, inclusive classes, ordinary classes and special schools.
First, inclusion with special educator: The study found that there were some children with special educational needs studying with their normal peers in general education classrooms under the guidance of a special educator. The study also found that there were only two special schools in Dodoma municipality; however, parents were being advised by school management to take their children to special schools outside Dodoma region for children whose needs may not be met effectively in these schools.
The researcher visited one of such special schools particularly for the hearing impaired children located few kilometres from Dodoma municipal office along Dodoma-Morogoro highway. Third, inclusion in ordinary classes with no special educators: children with different levels of disabilities were also found in ordinary classrooms taught by general education teachers.
The study found that some children were receiving their education in ordinary classrooms but without any support from special educator and they were without special instruments that could have assisted them in their learning. The findings of this study are in line with other studies which investigated intervention placement programmes in special schools. For example, the Government of Russian Federation Oreshkina observed that special needs education in Russia were being offered in special pre-schools, schools, and boarding schools, as well as special groups and classes in regular pre-schools and schools.
Special needs education supports
In relation to inclusive education settings, this study finding also concurs with many other studies. Also the then Ministry of Education and Vocational Training was implementing the programme in about schools in nine regions all over the country. This study found that the special educational needs that are provided in inclusive setting have policy backing. For instance, in Tanzania, the persons with disabilities act of and national policy of disability of both declare that children with disabilities shall have education in inclusive settings United Republic of Tanzania , Similarly, in Nigeria, the national policy on education promotes inclusive education Ajuwon A study by Gebhardt et al.
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However, the difference between the findings of the present study and the previous ones could be explained in terms of the difference in resources support. While previous studies show that children with special needs are afforded with necessary resources for their learning, the present study shows the opposite.
In Dodoma municipality, children with special needs who attend ordinary classes are taught by general education teachers who have never attended special education trainings. Moreover, they never attend resource rooms. While Charema supports inclusion, he however argues that developing countries have not yet arrived at the point where every school in each and every developing country would have to implement inclusive education. All learning and other school activities should be accessible to all children.
Curriculum materials and assessment procedures should be adapted to suit and reflect the background and experience of all learners. Thus, it can be said that what is practised as inclusion in Dodoma municipality is neither integration nor inclusion. On the other hand, inclusion involves a restructuring of mainstream schooling that every school can accommodate every child irrespective of the disability Avramidis and Norvich The third question sought to explore the existence of a special educational needs policy framework for pre-primary children.
The study indicated that special educational needs were guided by the national education and training policy of , where access to education is theoretically guaranteed to every citizen regardless of sex, race, ethnicity, religion, disability, and social and economic status; however, there is no policy implementation framework, law or guidelines at the municipality and school level. The then Ministry of Education and Vocational Training now the ministry of education, science and technology had not issued any guideline for the different components of the chain of actions, stipulating how the special educational needs coordinators or officers and schools at district level should provide such special educational needs.
The findings of this study are consistent with other international studies. For instance, Nilsen found in the study he conducted in Norway that the policy was ambiguous when it came the question of the locus of authority, distribution of responsibility, and the local scope for action, then some local authorities and schools adopted practice according to their own culture and tradition, even where this was contrary to the intentions of the government.
The variation in the scope of special education was associated with local differences in the interpretation and practice of policy. The local interpretations of the guidelines may in some cases deviate from the intentions of the law, creating a situation in which the formal requirements for special education are not met. Lack of special needs education implementation framework implies that teachers have nowhere to report to even if they find that a child needs special education.
The lack of concrete guidelines on how to do assessment for identification and intervention for children with special needs in Dodoma municipality hinders the successful implementation of special needs education. HAKIELIMU attributes the lack of special educational needs implementation framework to the absence of political will to help children with disabilities.
Other factors are limited participation of all stakeholders in policy formulation, and weakness on the part of the government to disseminate as well as raise awareness on the existing laws. Within the context of this study, it can be summarized that there is lack of political will, for the Tanzania government to seriously implement all what it has signed and ratified in different international conventions and protocols to implement different issues related to the handling of children with special needs. What is obvious is that the Government is responding to external pressure from their development partners such as UN agencies, developed countries, etc.
The fourth question aimed at finding out the extent to which families were involved in assessment for identification and intervention of their pre-primary children with special needs education. Through interviews, all categories of research informants revealed that there was little involvement of parents on issues relating to assessment for identification and intervention for their pre-primary children with special needs education.
On this particular regard one parent said that:. The study also found that parents were not helping their children with their homework. The study also revealed that, even in special school, there was poor involvement of parents. The study also revealed that most of the teachers underestimated the contribution that parents could provide in relation to identification and intervention programmes for their children with special educational needs.
One class teacher reasoned that the parents have no any knowledge on identification or cannot advise how and what should be taught to t their children in relation to their disability. Also the study found that there was mistrust and ill feeling between parents and teachers to the extent that parents did not accept the advice from the school.
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A class teacher of school C commented:. Furthermore, the researcher found that shortage of fund was the main reason as to why the school did not make significant effort to involve parents in the education of their children with special needs. On this, the Head of special school argued that:. With regard to the children.
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- Special education.
The above quotations suggest that there was poor involvement of parents in issues concerned with the services that were being provided to their children with special educational needs. These findings are in line with other studies that show poor involvement of parents in children with special needs when it comes to their education.
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HAKIELIMU also had similar observation that teachers were complaining that some parents of children with special educational needs were a barrier to the education of their children with disability because they abandoned their children once they were enrolled in schools. The poor turn up by parents is also consistent with a study conducted by Martinez and Young in Texas to find out whether parents were invited to and participated in the follow-up meeting to monitor their children with special needs progress. Poor beliefs were also found by basic needs review as contributing factors.
Previously, before awareness education parents thought that paying school fees for their children with special needs was a complete waste of time.
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Mulholland and Blecker findings conclude that most educators had little or no training in family involvement and pre-service teacher training in this area is at best limited. Hence, it is advised that when parents feel that they are being heard, and that what they have to contribute is honoured, they will actively involve themselves in school contexts McCloskey The reasons for such poor implementation of special educational needs are the absence of a team of experts due to a critical shortage of special educational needs specialist teachers and total absence of other special needs professionals.
Moreover, poor school-families involvements as well as the lack of policy implementation framework and guidelines are among the factors that hinder successful provision of special educational needs for pre-primary children. In fact, the lack of the efficient policy implementation framework, guidelines and directives necessary to enforce the provision of special educational needs has created a gap between the intended policy and what is actually implemented at the municipal and schools level.
This has resulted in a lack of special education services for most of the pre-primary children with disabilities. It can therefore be concluded that it will be impractical, if not impossible to attain equal access to education by all children if the current practices in the area of special educational needs are not improved.
To rectify this improper implementation of special educational needs, the government of Tanzania needs to do what Berhanu suggested: a to empower schools by financing and allocating resources necessary for running special educational needs. Enough funds will enable schools to procure learning resources appropriate for children with special educational needs; b provide special educational needs policy directives to local or school level stipulating how the special educational needs shall be provided; c provide social and physical set-up of the school which is supportive to both children with or without disability especially in inclusive schools; d school staff both teaching and non-teaching should be professional, and competent in handling children with special educational needs whether in special setting or inclusive setting and should be provided with in-service training on issues of inclusiveness as well as special educational needs on continual basis; e government should provide technical aids for children with special educational needs.
For instance, in theory, the government of the United Republic of Tanzania acknowledges that people with disabilities require technical aids to enhance their functional ability.
Such aids include white cane, hearing aids, and writing frame with stylus, hats, and sunglasses. Other technical aids are tricycles, motorized three wheelers, modified car and braillies. However, in practice, these technical aids or assistive learning devices are short in supply in most of the schools; and f government should encourage both parents and schools to have the right attitude by respecting and appreciating the contribution of each other on education of the children hence schools should engage parents in decision-making. Russo et al. It would be good if all educators in Dodoma municipality were provided with inclusive education so that they could provide appropriate education to children with special educational needs.
In that way, all schools could enable children with special educational needs study with their peers with whom they play daily at minimal costs and disturbances. Ajuwon, P. Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications. International Journal of Special Education, 23 3 , 11— Alquraini, T.
Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 25 3 , — Avramidis, E. European Journal of Special Needs Education, 17, — Bailey, D. Teaching infants and preschoolers with disability 2nd ed. New York: Macmillan Publishing Company. Bender, W.
Response to intervention: A practical guide for every teacher. Thousand Oaks: Corwin Press. Berhanu, G.