The Progress Made in the Implementation of Inclusive Education Policy in Tanzania: Opinions from Parents and Students

Autor/in	Maphie, Emanuel Ismael
Titel	The Progress Made in the Implementation of Inclusive Education Policy in Tanzania: Opinions from Parents and Students
Quelle	In: International Journal of Whole Schooling, 19 (2023) 1, S.117-143 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Educational Policy; Policy Analysis; Secondary School Students; Student Attitudes; Foreign Countries; Parent Attitudes; Students with Disabilities; Positive Attitudes; Negative Attitudes; Individualized Education Programs; Teacher Competencies; Teacher Effectiveness; Peer Groups; Physical Environment; Social Support Groups; Knowledge Base for Teaching; Parent Participation; Parent School Relationship; Tanzania + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Politikfeldanalyse; Sekundarschüler; Schülerverhalten; Ausland; Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Negative Fixierung; Individualized education program; Individualisierendes Lernen; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gleichaltrigengruppe; Peer Group; Natürliche Umwelt; Social support; Soziale Unterstützung; Teaching theory; Theory of teaching; Unterrichtstheorie; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Tansania
Abstract	This research employed phenomenological approach to explore parents and students' perspectives on inclusive education settings in Tanzanian secondary schools. Twentyfour respondents, including students and parents were involved. The study objective was to explore the students' and parents' perspectives on inclusive education settings in secondary schools in Tanzania. The study leading question was: What are the opinions of students and parents on inclusive education settings in secondary schools in Tanzania? Interviews and focused group discussions used to gather data. The findings reflected various perspectives from parents and students on secondary school inclusive education settings. Students with and without disabilities had positive perception towards inclusive education settings despite the fact that they had some reservations for improvement. For parents of children with disabilities had positive opinions towards inclusive education settings and found it appropriate to include their children with those without disabilities in a classroom. Parents of children without disabilities had negative perception and were against inclusive education. Parents also found not participating and cooperating in financing education for their children in inclusive education settings. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01