PhD Viva Voce

Qualifications Attained:

Mr. Daudi Partson is a PhD (Education) student (by Thesis) in the Department of Educational Psychology and Curriculum Studies (EPCS), University of Dar es Salaam. He obtained his Certificate of Primary School Education at Ngolela Primary School (in Kyela, Mbeya) in 1987. Between 1988 and 1994, he obtained his O-level and A-Level certificates of secondary education from Mbeya Secondary School and Mazengo High School (in Dodoma), respectively. Mr. Daudi also holds a Diploma in Education from Dar es Salaam Teachers College in 2002. He obtained both Bachelor in Education (in 2007) and Masters of Art in Education (in 2010) from the University of Dar es Salaam. Currently, he is a PhD candidate with research title “Supporting Services for Students with Sensory Impairment to Enhance Learning at Higher Learning Institutions in Tanzania”. He was employed by the Ministry of Education and Vocational Training from October 2002 – September 2008 as a Secondary School Teacher (teaching Mathematics and Geography). From October 2008 to-date, Mr. Daudi is employed by St John’s University of Tanzania, in the Faculty of Humanities and Education, Department of Education, serving as an Assistant Lecturer teaching educational Psychology related courses.

Abstract:

This study examined the supporting services for students with sensory impairment (SSI) to enhance learning at higher learning institutions (HLIs) in Tanzania. It addressed three objectives: Assessing the present supporting services offered to SSI at HLIs in Tanzania; Exploring the social integration of SSI in inclusive environment at HLIs; and Evaluating the funding agencies and processes embedded towards financing of SSI at HLIs. The researcher used multiple case study design. The target population embraced SSI, heads of special education units, support staff, lecturers, students’ leaders, and readers/note-takers. A sample size of 60 respondents was obtained through the use of purposive sampling. Interview guides, focus group discussions (FGDs), observations and documentary reviews were used to collect data. Four criteria were used to establish trustworthiness of the research data, these are: credibility, dependability, transferability and conformability. The collected data were analysed by using content and descriptive analysis methods. The researcher adhered to all ethical guidelines. Findings show that supporting services were offered during teaching and learning process but were not adequate due to high enrolment of SSI at HLIs; the available learning resources that supported students with visual impairment (SVI) were Braille machines and transcribers. However, for students with hearing impairment assistive hearing devices were not available; a few who had them they were supported by their family members; Lecturers set exams and embossed them to suit SVI. The social integration of SSI in inclusive HLIs environment is not convincing as social stigma still prevail in HLIs. The main funding agency was the Higher Education Students Loans Board that sponsored 11 students, while non-governmental organizations (NGOs) sponsored 9 SSI; the embedded processes for both funders were smooth; SSI were sponsored on the basis of academic merit not because of their impairment. All providers of supporting services to SSI in the studied cases acknowledged to encountering some challenges. Staff development especially for support staff was done at both HLIs; but inclusion was still at a very low level and majority of the SSI were not sufficiently trained in orientation and mobility. It is recommended that: There is a need to improve supporting services to SSI so as to enhance their learning at HLIs in Tanzania; Socialization of SSI should be emphasised in all HLIs by providing practical guidance and counselling services; There is a need to search for other funding agencies so as to increase financial resources to cater for utilities supporting students with special needs at HLIs; Lecturers should be available during the scheduled consultation hours to meet individual SSI on face-to-face basis; The academic staff without special and inclusive education background should be imparted with basic knowledge on such area so as to be acquainted with some inclusive teaching and learning approaches. Finally, it should be emphasised that addressing the supporting services to SSI to enhance leaning at HLIs in Tanzania requires joint collaboration among stakeholders including SSI, lecturers, support staff, readers and note-takers, non-disabled students, the government and nongovernmental organizations.