The Perspectives of Parents of Children with Disabilities Towards Pursuing Their Primary Education in Mbinga District, Tanzania (Published)
This study examines the perspectives of parents of children with disabilities regarding the pursuit of primary education in Mbinga District, Tanzania. The research explores how parents’ attitudes, experiences, and challenges influence their decisions and support for their children’s education. Guided by the Social Learning Theory, proposed by Canadian-American psychologist Albert Bandura in 1977, which posits that learning occurs through observation, imitation, and modeling, this study analyzes parental perspectives shaped by social, emotional, and motivational factors’ convergent research design under a mixed research approach was utilized, employing both probability and non-probability sampling techniques to select respondents. Data were collected through interviews and focus group discussions with parents of children with disabilities. The study found that parents generally value education and recognize its importance for their children’s future. However, they face significant barriers such as social stigma, inadequate infrastructure, lack of specialized resources, and financial constraints, which hinder their children’s full participation in primary education. The study concluded that comprehensive strategies are needed to address these challenges. Increased community awareness, improved resource allocation, and supportive policy frameworks are crucial for enhancing the educational experiences of children with disabilities in Mbinga District. The study recommends that the Ministry of Education and local government authorities organize capacity-building programs for parents, teachers, and school administrators to foster an inclusive educational environment. These measures will help ensure equal educational opportunities for all children, regardless of their disabilities.
Keywords: Inclusive Education, Primary Education, children with disabilities, parents' perspectives
Teacher Preparation for Inclusive Education of Persons with Special Needs In Nigeria: The Challenges and Solutions (Published)
Inclusion of students with special needs education especially those who need specialized skills and technical support give more rise challenges to the training of teachers to produce quality one to handle such children in question. Special needs children, as stipulated in article 223 of the UN’s child right convention endorsed in 1989, have the right to enjoy in full, decent life in conditions which ensure dignity, promotes self-reliance and facilitate the Child active participation in inclusive educational system. This paper focuses on teacher preparation in inclusive education, the concept of inclusive, the benefits, include in-service training programmes, special teacher and inclusive education, teacher preparation and the challenges where discussed. The paper, concluded with some recommendations such as: government at all levels should make inclusive education compulsory for schools and colleges to avoid discrimination against persons with special needs, government should set up committee that will put up machineries for effective implementation of inclusive education among others.
Keywords: Challenges, Inclusive Education, Nigeria, Person With Special Needs, Sustainable, Teacher Preparation