Challenges in identifying and serving students with special needs in Dodoma, Tanzania

Abstract

Abstract The purpose of this study was to assess if there is a functioning school-based system of assessment for identification and intervention programmes for children with special educational needs in pre-primary schools around Dodoma municipality. The study employed mainly qualitative research approach with some elements of quantitative research. Data were collected through interviews and documentary review. The study involved 28 participants who were purposively selected. Qualitative content analysis was used for data analysis. The study was guided by the socio-cultural theory. The findings of the study revealed that there were no special educational needs policy implementation frameworks necessary to enforce the provision of special educational needs for pre-primary children in Dodoma municipality. This has created a gap between the intended policy outcome and what is actually implemented at the municipal and school level. As a result, special educational needs for pre-primary children were mainly being carried out through ordinary classes without special educators or assistive learning devices. It was noted that the communication between schools and families of children with special educational needs was very poor. The study recommends that the current practices in the area of special educational needs require major improvement.