Integration of Information and Communication Technology to Enhance Teaching and Learning for Children with Autism Spectrum Disorder in Tanzania.

Chamshama,, Bilhuda Shelimoh (2025) Integration of Information and Communication Technology to Enhance Teaching and Learning for Children with Autism Spectrum Disorder in Tanzania. Doctoral thesis, The Open University of Tanzania.

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Abstract

This study examined how Information and Communication Technology (ICT) is integrated to enhance teaching and learning for children with autism spectrum disorder (ASD) in Tanzanian primary schools. Using a convergent mixed-methods design, data were collected from seven head teachers, thirty-six special needs education teachers, and twenty-four parents. Questionnaires were analysed in SPSS (Version 26) and interview transcripts were thematically analysed. Findings show strong stakeholder endorsement of ICT as a necessary component of contemporary, inclusive pedagogy, alongside clear evidence of systemic shortfalls in infrastructure and support. Teachers reported gaining ICT experience through pre-service training and classroom practice; however, pupils‘ direct interaction with ICT was limited by insufficient facilities and funding. Quantitative results indicated that perceptions of ICT integration were positively associated with the adequacy of resources and frequency of pupil ICT use, while reported challenges were inversely related to these outcomes. Overall, ICT integration was found to be uneven and constrained by resource gaps, minimal technical support, and variable teacher preparation. The study recommends whole-school ICT initiatives, targeted teacher professional development (with ASD-specific pedagogy), reliable school-level technical support, and sustained investment in assistive and instructional technologies to ensure equitable, effective learning opportunities for children with ASD in Tanzania. Keywords: Autism Spectrum Disorder, ICT Integration, Inclusive Education, Teacher and Parent Perceptions, Assistive Technology, Tanzania, Primary Schools, Mixed Methods.

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