Parents’ and Teachers’ Engagement in Preparing Children with Special Educational Needs for Readiness to School in selected inclusive schools in Tanzania

Bhalalusesa, Elizabeth P. (2023) Parents’ and Teachers’ Engagement in Preparing Children with Special Educational Needs for Readiness to School in selected inclusive schools in Tanzania. Doctoral thesis, The Open University of Tanzania.

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Abstract

Majority of children with Special Educational Needs (SEN) in Tanzania are not enrolled in school. Despite the potential significance of parents and teachers’ engagement in preparing children with SEN for readiness to school, research is still limited on how best to make this happen. Therefore, the purpose of this study was to investigate parents’ and teachers’ engagement in preparing children with SEN for readiness to school. Specifically, it analysed the varied roles played by parents and teachers, examined the challenges experienced by the parents and teachers and assessed the support services provided by teachers to facilitate children’s smooth transition to school. The study was informed by ecological systems theory (Bronfenbrenner, 1979). It was conducted in two districts and employed a case study design with a sample size of 68 participants. Data were collected through interviews, focused group discussion, observation and documentary review and thereafter subjected to thematic data analysis. The findings revealed that parents and teachers played varied roles in preparing children with SEN to enrol into school. Nonetheless, their engagement was limited by lack of parents’ awareness about the available educational opportunities, absence of transport for children to manage the distance from home to school and delayed identification of the children’s learning difficulty. This study concludes that parents’ and teachers’ engagement was not straight-forward. Rather, it was a complex process with financial and emotional implications. Recommendations included among others, parents’ and public sensitisation on the essence of sending children with SEN to school as well as the need for continued government support. Keywords: Parents’ and Teachers’ Engagement; Transition to School; Special Educational Needs.

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