Qualifications attained:                                                        

Ms Adeline Mushi obtained Bachelor degree (Bachelor of Science with Education) in 2003 and Master degree (Master of Education in Science Education) in 2007 from the University of Dar es salaam. From 2013 to date, she is a PhD in Education (thesis) candidate at the University of Dar es Salaam. Currently she is working as Assistant Lecturer in the Department of Educational Foundations Curriculum and Instructions at Ruaha Catholic University. Her research interest is inclusive and special education.

Title of thesis:  Roles of Parents of Children with Disabilities in Providing Social Support to their Children in Inclusive Primary Education in Tanzania

Date of Viva Voce: 15^th December, 2022

Time:                       10:00 a.m

Supervisors:             Dr. Eugenia J. Kafanabo and Dr. Sarah E. Kisanga

Abstract:

This study explored the role of parents in providing social support to their children with physical and intellectual disabilities in inclusive primary education. It was guided by four objectives. Firstly, explore kinds of social support that parents of children with physical and those with intellectual disabilities provide to their children to cope with learning in an inclusive primary education. Secondly, to analyse how demographic characteristics of parents affect provision of social support to their children with physical and intellectual disabilities. Thirdly, to explore the challenges that parents of children with physical and intellectual disabilities face in supporting their children in inclusive education, and fourthly, to examine the strategies that parents use to manage challenges encountered in supporting their children with disabilities. The study employed a qualitative research approach and utilised a multiple case study design to collect and analyse data. Purposive sampling technique was used to select 38 participants from two districts in Katavi Region which were Mpanda Municipal Council and Nsimbo districts. Categorically, there were 10 parents, nine pupils, six head teachers and 13 teachers from inclusive primary schools. Semi structured interviews were employed to collect data which were thematically analysed. The findings revealed the following. Firstly, various kinds of support were provided to pupils with physical and intellectual disabilities such as tangible support, emotional support and informational support but they were not provided by their parents. They, however, provided by institutions/organisations and individuals. Secondly, parents accepted and lived with children with disabilities because they believed that they were created by God just like others. Thirdly, most of children with disabilities were living with single parent mainly mothers after being abandoned by their fathers. Fourthly, parents of the children with physical and intellectual disabilities encounter several challenges such as financial constraints, time limitation, family disharmony, school infrastructures especial latrines, inhuman practices and negative perceptions of community towards capability of the children with disabilities. Fifthly, challenges were mitigated through receiving aids from public organizations/institutions and individuals, parental acceptance to live with their children with disabilities because they believe they are created by God as well as support from family members. The study concluded that the support provided to children with physical and intellectual disabilities were not reliable, adequate and did not come on time. It is concluded that in order to ensure that pupils with disabilities to enrol, participate and complete their primary education provision of conducive learning environment is imperative. The study recommended that different stakeholders including government, parents, organisations and community should cooperate to create conducive teaching and learning that accommodate the diverse needs of pupils in an inclusive education.