An Investigation on the Challenges Facing Children with Special Needs in Pursuing Education in Mtwara Mikindani Municipality
STELLA
MARIS MTWARAUNIVERSITY COLLEGE
(A Constituent College of St. Augustine University of Tanzania)
FACULTY OF
EDUCATION
An
Investigation on the Challenges Facing Children with Special Needs in Pursuing Education
in Mtwara Mikindani Municipality
A Research
Proposal in Partial Fulfilment of the
Requirements for the
Award of
the Degree of Bachelor of Arts with Education
MSOVELA
EMELIA P
STE/BAED/
162919
DECLARATION
I declare that this research proposal is my original work and has
not presented to any other examination board, no part of this proposal should
be reproduced without researcher’s consent or that of Stella Maris University
College.
Name: MSOVELA
EMELIA P
Registration
No: STE/BAED/162919
Signature……………………….
Date…………………………….
Declaration by supervisor
This research proposal has been submitted to fulfill the
requirement for degree of Bachelor of Arts with Education with my approval as a
supervisor from Stella Maris Mtwara University College.
Supervisor’s
name: MR. MAMBOSHO
Signature…………………
Date……………………….
ACKNOWLEDGEMENT
First and foremost, I
hereby heartily thank our Almighty God for enabling me to have strength
throughout my course of study during the whole preparation of this proposal.
I would like to salute my sincere appreciation to my supervisor,
Mr. MAMBOSHO who guides me tirelessly and technically with
great patience in ensuring that I finalize this proposal on time.
DEDICATION
This research proposal is dedicated to my lovely Father for his prayers,
patience, commitments, and encouragements both morally and materially which
facilitate the completion of my research proposal.
TABLE OF CONTENTS
1.8 Definition of the key terms
3.5 Sample size and Sampling procedures
3.6 Data collection Techniques
APPENDIX 1: QUESTIONAIRE FOR TEACHERS:
APPENDIX 2 QUESTIONAIRE FOR STUDENTS
APPENDIX 3: INTERVIEW FOR EDUCATIONAL OFFICERS
ABBREVIATIONS
CWDs- Children
with Disabilities
UNICEF-United
Nations International Children’s Funds
UNESCO- United
Nations Educational, Science and Cultural Organization
SNE- Special
Needs Education
WHO- World Health
Organisation
MDGs-
Millennium Development Goals
CWSN-Children
with Special Needs
MOEVT-Ministry
of Education and Vocational Training
CRC- Convention
Rights of the Children
EFA- Education
for All
NGOs- Non-
Government Organizations
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter consists
of background of the study, statement of the problem, objectives of the study, the
research questions and significance of study scope of the study and definition
of key terms.
1.1 Background of the study
The issue of disabilities has been gaining recognition worldwide
(WHO, 1993). This is due to the fact that the level of disabilities appears to
be on the increase in most societies. Students with impairment are more
vulnerable to a number of problems that hinder their learning capability (Abasi,
1997). Most of disabled children suffer from hearing impairment, visual
impairment, psychological problem, emotional disturbances and difficult
interpersonal relationship and personality problem (Heward, 2006).
According to the world health organization (WHO, 1993), about 15%
of the world’s population lives with some forms of disability, of whom 2 - 4%
experience significant difficulties in function. The global disability prevalence
than previous WHO estimates, which dates from the 1997s and suggested a figure
around 10%. This global estimate for disability is on the rise due to
population ageing and the rapid spread of chronic diseases, as well as
improvement in the methodologies used to measure the disability.
Globally, special needs
education in most countries decided to create policies which integrate student’s
special needs education in order to get the right of education. For example, in
Malyasia the education policy is to integrate students with special needs in
the schools with normal children. Currently, there are about 768 special
education integration programs in primary and secondary schools. There is also
small number of private special needs in pre- schools and schools in large towns
and cities, however, (Rajaendram, 2014) is of opinion that, special education in
Malyasia still has a long way to go if it is to prepare young people for life
beyond school.
In Africa, there are many countries practicing special need education.
In Nigeria for example, there are number of children with impairment as in
2006, there were14 millions of children
with special needs, however in recent studies the figure increased up to 16
million children with special needs.
More physically challenged children are in fully inclusive education than the
sensory impaired children. Surprisingly, 90% of this figure have never attended
school (UN special Envoy report 2013), due to different challenges that facing
them as a result they did not able to attend school. Similarly, (Donohue and
Bornman, 2014) report that, in South Africa 70% of children school going age
are out of school because of varied nature of disabilities. These schools typically
have a slightly high tuition fee as they need to employ teachers and other
technical staff who are adequately equipped to handle children with special
needs in education. There are also private special needs education schools
throughout South Africa but these schools face many challenges such as learning
facilities among others (Ainscow, 2004).
In Tanzania, special
needs education was initially developed and supported by the effort of
Non-Governmental Organizations (NGOs). The first special schools for the
children with disabilities were established by religious organizations
(Karakosi, 2005). Christian missionaries have a big influence in education of
the children with impairment in Tanzania because they brought the experience
they had in teaching students with impairment to religious education and
vocational skills. Also the government of Tanzania established schools for
special needs education. Though in Tanzania there are various special need
schools established in various regions to ensure those children with special
needs get education, yet these schools have been facing many challenges (URT,
2008). Therefore this study intends to focus on the challenges facing special
needs education in terms of facilities,
social and economic challenges.
1.2 Statement of the problem
Special needs education
in Tanzania has been supported by NGOs and mostly religious organizations (Possi,
1996). For example, the Anglican Church started the first school for blind in
1963, and Roman Catholic Church established school for deaf in 1983 (MNE, 1984).
Services for children with autism and those who are both deaf and blind were
established in 1994 (Mboya and Possi 1996).
In general special needs education in Tanzania was established purposeful
to eliminate and overcome the obstacles that might keep away an individual with
disabilities from learning and from full active participation in school and
society (Heward, 2006). However, this form of education in Tanzania, particularly
in Mtwara Mikindani leaves a lot to be desired. Many disabled children in the
society have not been given their rights to education and those at schools are
not getting appropriate education because of many challenges that compromise
their ambitions. The current study therefore intents to explore social,
economic and infrastructural challenges facing special need education in Mtwara
Mikindani Municipality.
1.3. Objectives of the study
The main objective of this
study is to investigate the challenges facing special needs education in
schools in Mtwara Mikindani Municiparity.
1.3.1 Specific
objectives
I.
To identify the challenges in terms of facilities
hindering the provision of special needs educations in Mtwara Mikindani
Municipality.
II.
To identify
social challenges facing special needs education in Mtwara Mikindani
Municipality.
III.
To identify
economic challenges facing special needs education in Mtwara Mikindani
Municipality
1.4
Research questions
i.
Are there
sufficient facilities to facilitate the provision of special need education in primary
and secondary schools?
ii.
What are
the social challenges facing special needs education in primary and secondary
school?
iii.
What are
the economic challenges facing special needs education in primary and secondary
schools?
1.6 Significance of the study
The study will have
various significant to different parties and users of research finding as
follows; the study will be useful source of information, literature review to the
researcher who intends to search further in challenges facing special needs in
pursuing education in Tanzania, the study will help them to broaden the topic
in other area that has not been
covered yet or fully explored in this
study , the study on other hand will help policy makers and planners to review
the existing policy and establish the reliable policies that facilitate special
needs education, for example Ministry on Education and Vocation Training in
Tanzania, the study will provide awareness to the key policy actor and
activities such as UNICEF and UNESCO on importance of providing special needs education to children with
disabilities and encourage them to participate effective decision ad
implementing programs on provision of special education. The study will provide
in-depth knowledge and understanding to the researcher on special needs
education.
1.7 Scope of the study
The study will be conducted in Mtwara-Mikindani Municipality particularly
in two schools namely Rahaleo primary school and Mtwara Technical Secondary School.
The intention of this study is to investigate the challenges facing special
needs education in terms of facilities, economic and social challenges.
1.8 Definition
of the key terms
(a) Special
needs: according to World Health
Organization, it is defined as any rest makes it difficult or impossible for a
person that lead to adequately fulfil his or her role in the society (National
Disabilities survey of Zimbabwe, 1982) Or restriction of lack of ability to
perform in a normal manner or normal for human being(WHO, 1996).
(b) Special schools: these are schools set aside to offer education to children with
special needs in education, based on their respect disabilities.
(c) Special
Needs education, this is education
which provides appropriate modification in curriculum delivery methods, education
resources, medium of communication or the learning environment into cater for
individual difference `in learning or refer to education of children with
disabilities that takes place in special schools or institution distinct from
and outside of the regular school system (MOEVT, 2010).
(d) Impairment: is a partial or complete loss of functions of a body party, an
organ, a sensory function and or brain functions.
(e) Disabilities: is a restriction or an in ability to perform an activity in the mostly
resulting from impairment
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter consists
of some sources related to the topic to be studied concerning with the
investigation on challenges facing special needs in pursuing education. Also
the section will consist theoretical framework, the policy frame work, the
assumption that will guide the study and the relevant of the study.
2.1 Related literature review
Special needs education
means the education of children with disabilities that take place in special
schools or institution distinct from and outside of the regular school system
(MOEVT, 2010). Many scholars have been trying to search for information
concerning challenges that facing special needs education, such as Andrew, A.O
(2015), wrote on challenges facing children with visual impairments. Also
Weber, L.M (2016), did a research on challenges facing children with shearing
impairments. Also the Autistic Spectrum Disorders (2013), wrote on challenges
facing children with Autism. This study will focus on challenges facing special
needs education in general.
Weber (2016), conducted a
study on challenges facing children with hearing impairment, whereby these
children use only one means of getting information visually or they supposed
to have learned at the end of day seems
a bit unfair. Also he analysed many
challenges that facing those children
with hearing problem such as classroom acoustic, lighting, language
deficiencies, lack of resources where by school are not capable in supplying their deaf students with the proper technology that could
significantly increase learning
development process.
Andrew (2015) wrote on the challenges facing children with visual impairment,
he analysed that visual impairment has educational implication on individual
concerned. The provision of education opportunities for the visual impaired is
sometimes controversial due to the environment
degradation, architectural barriers, negative attitudes of the public,
inadequate of materials, cost of education, and cost of materials invoiced for
the effective teaching and learning. In many nations around the globe the possibility of providing the need
facilities to ease education pursuit of the visual impaired students is
difficult. For example in Nigeria a lot
of educational materials by the visual impaired are not manufactured locally
unlike in the developed nation like Japan, USA and Australia. The means of
attaining some of these materials for visual impaired pose serious challenges which
inhibit the growth of special need education in Nigeria.
Autism Spectrum Disorders Report (2013). The researcher wrote on
challenges facing students with autism, he analysed that, autism diagnosis
process remains a significant challenge for all children with autism. Also there
are participants mentioned about the serious lack of infrastructure for
autistic .The schools are not doubt helping a lot of parents who have no place
to go with their children, but the school are not able to provide quality
services neither to help parents nor the children as the result children are
not able to reach their fullest potential such as education.
2.2 Policy framework
Education is an important investment that
a country can make and enhancing accessibility to educational services is
significant in the development of a nation (World Bank, 1993).
This is because education positively
affects socio-economic behavior such as productivity, living standards, health
and demographic characteristics of any populations. Likewise, it opens infinite
possibilities for society that would otherwise be denied namely; a better
chance to lead healthy and productive lives, building strong and nurturing
families, participating fully in civic affairs of their communities, molding
morals and values creating culture and shaping history. It is a solid
foundation for progress and sustainable development, an inherent human rights
and critical step towards dismantling the gender discrimination that threatens
all other rights catalyzing freedom and democracy within borders and extending
its reach as an agent of international peace and security (UNICEF, 2000). It is
therefore, societal obligations to make the provision of education to all
people according to the nature of their individual’s needs and capacity (Okech,
1993).
The ineffective policy environment results
into unfavorable school based factors like non-committed teachers,
inappropriate curriculum, and poor distribution of schools, absence of
disability friendly facilities and establishment of day schools which subjects
the CWSN to long distances and insecurity as they commute to and from school.
Significant gains have been realized in the provision of education to children with
special needs over the past six years. Among the major milestones in special needs
education are the Disability Act 2003, The Report of the Taskforce on Special Needs
Education appraisal exercise of 2003, increased funding to SNE and increased support
to teacher’s training for SNE. The Government of Tanzania is committed to the
provision of equal access to quality and relevant education and training
opportunities to all Tanzanians. Towards this goal, the government has ratified
and domesticated various global policy frameworks in education. The government
signed Article 26 of the Universal Declaration of Human Rights (1948),
consequently recognizing and committing itself to the right of every child to
access education. The Article recognizes the intrinsic human value of
education, underpinned by strong moral and legal foundations. Other international
policy frameworks ratified and signed by the government include, (but are not
limited to) the 1989 United Nations Convention on the Rights of the Child
(CRC), the 1990 African Charter on the Rights and Welfare of the Child,
Salamanca Statement (1994), the Framework for Action on Special Needs Education
(1999), the Millennium Development Goals (MDGs) and Education For All (EFA) by
2015.Educational opportunities for children with special needs and disabilities
are a major challenge to the education sector. The national education system
has been characterized by inadequate systems and facilities that respond to the
challenges faced by learners with special needs and disabilities. Rule number 6
of the United Nations Standard Rules on the Equalization of Opportunities, not
only affirms the equal rights of children, youth and adults with handicaps to
education, but also states that education should be provided ‘in integrated
school settings’ and ‘in the general school setting’. There is need to link
inclusive education with wider community-based programs for Persons with
special needs and disabilities.
Majority of learners with Special Needs
and Disabilities in Tanzania do not access educational services. For instance,
in 1999 there were only 22,000 learners’ with special needs and disabilities
enrolled in special schools, units and integrated programs. This number rose to
26,885 in 2003 and 45,000 in 2008, which compares poorly with the proportion in
general education. (SNE Draft Policy July 2009). In view of the above, this
situation calls for a re-appraisal of available approaches to expand Special
Needs Education services so as to achieve an enrolment rate at part with that
of other children. To attain this, Tanzania needs to ensure the realization of
special needs education and simultaneously develop and
implement guidelines that mainstream special needs education at all levels of
the education system. Since independence there have been various policy
recommendations given by education commissions and committees. Recommendations
from these commissions have been used to direct and advice on the provision of
education to learners with special needs and disabilities. However, most of
these past recommendations have not been put into a legal document or
harmonized for smooth provision of special needs education in order to
implement to the recommendations of the various committees and commissions and
to respond to the needs of stakeholders in education, particularly those with
special needs in Tanzania there is need for a clear vision and goal on SNE to be
entrenched in the policy document. The National SNE policy framework therefore
will serve to harmonize educations service provision for learners with special
needs and disabilities in Tanzania. The policy shall provide a comprehensive
framework of the principles and strategies to be followed in order to create
equal access to quality and relevant education and training for these learners.
It will also acknowledge other initiatives that are ongoing to bridge any gaps
arising out of provision of SNE, identifying extra measures to be taken by the
government and other stakeholders to address inequities and inequalities.
The Persons with Disabilities Act (2003)
further provides a comprehensive legal framework which outlaws all forms of
discriminative treatment of persons with special needs and disabilities. This
includes, among others, access to education and training. It provides for
adaptation of infrastructural, socio-economic and environmental facilities to
ensure a conducive environment for persons with special needs and disabilities.
The Children’s Act (2001) harmonizes all existing laws and policies on children
into one document and aims at improving the well-being of all children
irrespective of whether they are disabled or not. The development of the
National Special Needs Education Policy Framework in Tanzania is taking place
at a time when the international community is in agreement that education is
the main driver in the attainment of the Millennium Development Goals (MDGs).
In an attempt to provide quality special needs education, the government has
committed itself towards inclusive education and has set out to re- examine the
provision of education to all through review of existing physical facilities,
curriculum, Instruction materials and teacher preparation to ensure that all
learners have equal access to quality and relevant education.
2.3Theoretical
framework
2.3.1
Theory of stigma
The study will be
guided by the theory of stigma. According to Goffman (1963), the society brings
about stigma which pertains to the shame that person may feel when he or she
fails to meet others and fear of being discredited, which cause the individual
not to reveal his or her shortcomings. The theory postulate that in every society
some person has greater power than others and those with power generally impose
their norms, values and beliefs on those that without power. Those with power
(non- disabled) set standard that are to be expected of all individuals within
a given culture. They also determine how each member of that culture is to be
categorized (Becker, and Arnold, 1986), such
that if one does not concur with those standards then that individual is perceived as being deviant ( Goffman, 1993). The theory
identifies three forms of stigma which act to the less powerful as different.
a)
Abominations of the body or various physical deformities,
b) Blemishes of character or weak will,
domineering or unnatural beliefs, values and attitudes,
c) Tribal stigma or race, nation and
religion (Titchkosk, 2003).
Each of these instances of stigma marks
the individual who bears them as having ‘undesired differentness’. That
individual, thus, becomes perceived as being ‘deviant” not quite human
(Goffman, 1963). These different forms of stigma show how stigmatization
creates a shared, socially maintained, and determined conception of a normal
individual (the normate), sculpted by a social group attempting to define its own
character and boundaries (Garland-Thomson, 1997). Dominant groups construct stereotypes
which stigmatize groups that they deem inferior and thus facilitate the
exercising of authority over them (Goffman, 1963; Ainlay, Becker, &
Coleman, 1986). This process also governs the treatment of people with
disabilities in society.
One will find stigmatizing terms such as
‘cripple’, ‘Crip’ and ‘gimp’ and descriptors such as ‘victim’, ‘unfortunate
‘and ‘helpless’ being used, willingly or Unwillingly, to reinforce the status
of people with disabilities in society’ (Tompkins,1996). These terms reflect
the dominant group’s tastes, opinions, and idealized descriptions of what is
normal (Garland-Thomson, 1997). Stigma, therefore, is a comparative or scaling
tool that is used to construct ‘in’ and ‘out’ groups in society.
2.4 Research gap
There are various studies
investigated about the challenges
facing special needs education. Most of them dealt only with deaf
students in pursuing education. These include (Werber, 2015) did his study on
hearing impairment. The study fail to identify the challenges that facing
students with other impairments such as
visual impairment, physical problem, like wise this study go beyond through investigating
the challenges facing special
needs education and ways for
addressing the problem because special needs education has not being given a due weight. Therefore,
the current study seeks to examine how special needs can pursue education well.
Despite of those studies done in different areas there is a need to conduct a
study in Mtwara Mikindani Municipality, because there are many disabled
children not going to school to get education as their
right.
Basing in the theory, In Mtwara –Mikindani Municipality there are
many children with physical disabilities. These children not given their rights
particularly right to get education
because of their stigma people attach to their disabilities. That is why at a
time people are very quick to use stigmatizing terms such as those Mentioned by Goffman (1993).
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will consist of research approach, research design,
study area, targeted population, sampling procedures and sample size, data
collection techniques and data analysis strategies.
3.1 Research approach
The study will use both
quantitative and qualitative approach. Qualitative approach will seek to understand
the social and economic challenges facing special needs education while
quantitative approach is an approach which a researcher will decide what to
study, ask specific question, collect numerical numbered data from
participants, analyse the numbers by using statistics and conduct the inquiry in
an biased, objective manner (Cresswell, 2005). This is because the researcher
will include explanation whereby results or data will be analysed by
quantitative approach.
3.2
Research design
According to Kothari
(2004), he defines research design as the arrangement of condition for
collection and analysis of data in manner that aims to combine relevance to the
research purpose with economy in procedure. This study will use an explanatory
mixed research design which consist of first collecting quantitative data and
then qualitative data which will help to explain in quantitative results. The
rationale of this design is that, the quantitative data and results will
provide the general picture of the study. More analysis, specifically through
qualitative data collection will be needed to explain the general picture. The
researcher will conduct quantitative data first and qualitative data second or
the qualitative data first and quantitative data second.
3.3 Study area
The study will be conducted in Mtwara- municipality which is found
in Mtwara region in Tanzania. Mtwara- Mikindani Municipality is located on the
south-eastern part of Tanzania. It lies between 40ᵒ and 41ᵒ east and latitude
10ᵒ and 110ᵒ south (GPS, (2018). Coordinates s of Mtwara –Tanzania). The council
is boarded by Indian Ocean in east and Mtwara district council in all other
direction. The reason of choosing this study is that, I am familiar with this
area and Mtwara community does not put much emphasis in education. The study
will be conducted in two schools namely Rahaleo primary school and Mtwara
technical secondary school.
3.4 Targeted population
Targeted population is
the population as whole group of people, animal or thing that is to be studied
or on which a researcher is based. This study will use students as the one who
are affected much with challenges in pursuing education and teachers as the
source of data and education officer.
3.5 Sample size and Sampling procedures
3.5.0 Sampling procedures
According to Kothari
(2004), sampling procedure refers to the technique or procedure that researcher
would adopt in selecting items for the sample. This study will employ non-probability
sampling. In non-probability sampling, the purposive sampling will be used,
while probability sampling simple random techniques will be used in order to
enable equal participation of the respondents in the targeted population.
3.5.1 Simple random sampling
The study will employ
simple random sampling technique in order to provide equal chance for each
individual from the population to participate in the study. This technique will
be used in selecting students and teachers to be used as respondent (Kothari, 2004).
3.5.2 Purposive sampling
The study will employ
purposive sampling to select teachers because they are specialist who can give
adequate and valuable information needed by the
researcher.
3.5.3 Sample size
According to Kothari
(2004), defined a sample size as the number of item to be selected from the
universe to constitute a sample. The study will involve 50 participants; 40 students’
and 10 specialist teachers from the two selected schools.
3.6 Data collection Techniques
In
collecting relevant and appropriate data four methods will be employed: interview,
questionnaire and observation and documentary report.
3.6.1 Interview
According
to Kothari (2004), the interview is a method used for collecting data by
involving presentation of oral verbal stimuli and reply in terms of oral verbal
responses. The study will employ personal interview which is face to face. The
method will be used to gather information from head of schools from the
selected schools and educational officer.
3.6.2 Questionnaire
According
to Kothari (2004), questionnaire is the series of questions in a definite order
on a form of paper. This method will be used to give respondents with freedom
of expression that will convey the real experience pertaining of the research questions.
The questions will be distributed to students with special needs and specialist
teachers from the selected schools.
3.6.3 Observation
According
to Kothari (2004), observation is the use of all senses to perceive and
understand the experience of interest to the researcher or is an information
sought the way of investigators own direct observation without asking from
respondents. Under this method the researcher will observe the availability of schools,
teachers and teaching materials.
3.7 Data analysis strategies
The study will involve
both quantitative and qualitative methods. Qualitative data will be analysed
through description while quantitative data will be analysed numerically and
through tables and charts.
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APPENDIX 1: QUESTIONAIRE FOR TEACHERS:
Dear
respondent:
The intent of this questionnaire is together the information about
challenges facing disabled learners in pursuing education in primary school. It
is expected that this research will guide policy formulators and service
providers to improve the delivery of education service.
You have been purposefully selected for this research and your
response to this study will enable the achievement of the above objectives. You are requested to answer the questions and
assured that the answer will be strictly be kept confidentially and treated
only for academic purpose.
Instructions:
put a tic in the box below.
1.
For how long have you been teaching?
(a)
0-1year ( ) b.1-5years (
) c. 5 on wards
2.
Gender a. female (
) b. Male (
)
3.
Level of education
a.
Certificate b. Diploma c. first degree d. Masters
4.
What support services are given to disabled learners?
……………………………………………………………………………………………
………………………………………………………………………………………………
5. What kind of facilities of teaching do
teachers use in the course of teaching students with disability?
a.
…………………………………………………………………………
b.
................................................................................................
c.
................................................................................................
d.
.................................................................................................
6. What
is your attitude towards teaching special needs education?
…………………………………………………………………………………
………………………………………………………………………………………
7. What
challenges do you face when teaching disabled learners?
(
a). ……………………………………………………………………….
(b)………………………………………………………………………
(c) ………………………………………………………………………
(d)……………………………………………………………………
( e).………………………………………………………………………
8. How do
you overcome these challenges?
……………………………………………………………………………………..
………………………………………………………………………………………
9. Is there
any coordination between special needs teachers and other teachers? If yes,
state how that
coordination are beneficial to you
(a)……………………………………………………………………
(b)……………………………………………………………………
If
not, what measures do you made to ensure there is coordination
(a)………………………………………………………………………
(b)………………………………………………………………………
10. Is there measures taken by the government to
eradicate the challenges facing special needs leaners in pursuing education? If Yes, ( ), No ( ).
If yes mention them
a.
……………………………………......................................................
b. …………………………………….....................................................
c. ………………………………………................................................
d. ……………………………………….................................................
11.
What do you think could be the solution to overcome the challenges facing
disabled leaners in pursuing education process?
a. ……………………………………………............................................
b. ………………………………………………........................................
c. …………………………………………………....................................
d. …………………………………………………........................................
APPENDIX 2
QUESTIONAIRE FOR STUDENTS
Instructions: answer all questions
Put a tick ( ) for
correct answer
A. Personal details
1. Class (a) 5 (b)
6 (c) 7
2. Sex (a) boy (b) girl
B. Academic Description
3. To what extent do you feel safe at school?
(a)Bad [
] (b) Moderate [ ] (c) Good [
]
(d) Very good
[ ]
4. When facing challenges at school whom do you discuss with?
(a)Teacher (b)
Parents (c) Counselor (d) Friend
5. Is there any conducive environment for learning? If is there
mention them?
(a)………………………………………………………………….
(b)…………………………………………………………………
(c)…………………………………………………………………..
(d)………………………………………………………………….
6. Which
reasons affect teaching environment?
(a)……………………………………………………............................................
(b)………………………………………………………........................................
(c)…………………………………………………….............................................
(d)……………………………………………………….......................................
7. What
your suggestion to the government towards eradication of such challenges?
(a)………………………………………………………..................................
(b)……………………………………………………….................................
(c)………………………………………………………........................................
(d)………………………………………………………....................................
APPENDIX
3: INTERVIEW FOR EDUCATIONAL OFFICERS
1.
In your district there are how many special
needs school.
Primary ……………………and secondary……………….
2. How many special teachers in this
district? .........................
3. What is
the difference in academic performance between students with special
needs and those who are normal?
4. What are the
challenges facing special needs education in teaching and learning process.
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