Inclusive education in Tanzanian private primary schools: access and barriers for children with disabilities

Gloria Timoth Temba; Juhudi Cosmas; Alphoncina Pembe

doi:10.55056/ed.888

Authors

Gloria Timoth Temba The University of Dodoma https://orcid.org/0009-0000-3087-3601
Juhudi Cosmas The University of Dodoma https://orcid.org/0000-0002-9704-3554
Alphoncina Pembe The University of Dodoma https://orcid.org/0000-0001-7300-3497

DOI:

https://doi.org/10.55056/ed.888

Keywords:

inclusive education, children with disabilities, private schools

Abstract

This study examines the accessibility of inclusive education and barriers that hinder enrolment for children with disabilities in private primary schools in the Kilimanjaro region, Tanzania. The study employed a qualitative research approach with a case study design. It involved 35 participants, all of whom were purposefully selected. Data were collected through interviews, observations, focus group discussions, and documentary reviews and were thematically analysed based on Braun and Clarke's framework. The findings revealed that low enrolment rates of children with disabilities in private schools are due to four barriers: reluctance of school owners to admit these children, high education costs, competitive pressures, and lack of awareness among parents and the community. However, the enrolled children were retained until they completed school. The study recommends raising awareness and developing training programmes for school owners and staff on inclusive education practices. It also suggests fostering collaboration between private schools and local government to create more inclusive environments and reduce costs through financial support and partnerships.

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