Assessment of the Government Efforts in Implementing Inclusive Primary Education to Children with Mental Retardation in Ilala District

Rwegoshora, Harold (2016) Assessment of the Government Efforts in Implementing Inclusive Primary Education to Children with Mental Retardation in Ilala District. Masters thesis, The Open University of Tanzania.

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Abstract

The purpose of this study was to assess the government efforts in implementing inclusive primary education among children with mental retardation in Tanzania. The study was conducted in Ilala District, Dar es Salaam Region where there were a total of 73 respondents of whom 31(42%) were males and female were 42 (58%). The study had three specificobjectives: to identify government efforts in the implementation of inclusive education in Tanzania, to find out challenges facing the implementation of inclusive education to children with mental retardation in Tanzania, and to identify support services for children with mental retardation in inclusive primary education in Tanzania. The study adopted two major theories (i.e. The needs and rights based theories) which were ideal in building up the sustainability and all inclusive measures in ensuring children with mental retardation access their educationalrights.The study noted, factors that contribute to poor enrollment of children with mental retardation to primary education which include) lack of involving all stakeholders at planning stage of intervention strategies, ii) lack of public awareness on the educational needs and rights of children with mental retardation, iii) lack of monitoring and follow-up of the designed child protection policies and iv) programmes and lack of commitment of implementing designed strategies (inclusive education). The study concluded that children needed to be recognized to enable them obtain their educational needs effectively. It was further noted that, there was a need of raising public awareness on the need of educating children with mental retardation. The study recommends that, there is a need to incorporate all stakeholders such as social workers,teachers, parents and religious leaders in order to come up with sustainable implementable plans that will ensure children with mental retardation access inclusive education.

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