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| Children with special needs from poor families in Tanzania |
PREPARED and PRESENTED BY
MDABAGI,
Benedict
On
The 15th East African Institutional Linkage in Special Needs,
Inclusive Education and Rehabilitation “Enhancing Access, Transition and
Retention for Children with Special Needs in East Africa”
LUSHOTO,
TANZANIA
2ND
TO 6TH FEBRUARY, 2015
Table
of Contents
LIST
OF ABBREVIATIONS
1.0
Introduction
2.0
Children with special needs
3.0
Education access to children with special needs in Tanzania
4.0 Gender
Challenges of children especially Girls with special needs
5.0
Efforts to address the needs of children with special needs
6.0
What keeps children with special needs out of school?
7.0
Children with special needs and Tanzania Development Vision 2025
8.0
Children with disabilities have a right to education
9.0
Poverty is both a cause of consequence of disability
10.0
Education of children with special needs and problem of poverty
11.0
Accessibility
12.0
Awareness
13.0
Conclusion
Reference
LIST OF ABBREVIATIONS
HIV Human Immunodeficiency Virus infection
AIDS Acquired Immune Deficiency Syndrome
RR Republic
of Rwanda
BC British
Colombia
WHO World
Health Organization
URT United
Republic of Tanzania
DFID Department for International Development
CCBRT Comprehensive
Community Based Rehabilitation in Tanzania
UNICEF United Nations Children’s Fund
EFA Education
for All
TANU Tanganyika
African National Union
EAC East Africa Community
PWDs Persons
with Disabilities
NGOs Non
Government Organizations
UNESCO United Nations Educational,
Scientific and Cultural Organization
1.0 Introduction
In this paper children with special
needs will be discussed with their relation in acquiring quality education. There
are many groups of children with special needs. These are educationally
vulnerable groups of learners such as street children, orphans; children
infected with or affected by HIV/AIDS, children from poor families and children
with disabilities are considered as learners with special
needs (RR, 2010). These children need an opportunity to have quality education.
They need quality education to fully actualize their potential as full human
beings. The mentioned groups have varying needs as the Salamanca statement
states that every child has a fundamental right to education, and must be given
the opportunity to achieve and maintain an acceptable level of learning, every
child has unique characteristics, interests, abilities and learning needs,
education systems should be designed and educational programmes implemented to
take into account the wide diversity of these characteristics and needs.
We all know that education is a
fundamental problem for which every culture/society has engaged its educational
ideas and efforts to equip its generation with knowledge, skills, and the modus
operandi that are needed to mature individuals, improve personal and collective
well-being and conserve cultural heritage. In other words, every human society
throughout history has educated its offspring within a particular philosophic
vision of the child and his or her development and the future toward which that
child should mature. All systems of education are systematic processes
organized to mature and induct children into their culture’s most cherished
social status adulthood the process needs serious investments (Nsamenang and Tchombe, 2011).
UNESCO (2010)
identifies
the 29 poor countries with severe teacher gaps – which need to grow annually by
at least 3.0% during the 2010 to 2015 period. Mainly located in sub-Saharan
Africa, these countries will have to address the challenge of training and recruiting
a sufficient number of teachers in order to meet the goal of UPE by 2015. Countries
in Sub-Saharan Africa with
increasing primary enrolment will need to recruit the equivalent of 63% of
their current teaching workforce within the period 2010-2015. These countries are Burkina
Faso, Central African Republic, Chad, Comoros, Congo, Côte d'Ivoire, Democratic
Republic of the Congo, Equatorial Guinea, Eritrea, Ethiopia, Gambia, Guinea,
Guinea-Bissau, Liberia, Malawi, Mali, Mozambique, Niger, Nigeria, Rwanda,
Senegal, Uganda, United Republic of Tanzania and Zambia. This scarcity of
teachers includes the special teachers for children with special needs. Hence
the drop out of children with special needs increase in levels of education
that is in primary the number of children with special needs is higher compared
to Secondary and higher learning institutions.
2.0 Children with special needs
There is no consensus on the meaning of
‘Special Needs’. Actually several perspectives have been advanced ranging from
one which understands special needs in terms of the characteristics of the
“disabled” individual. Special needs have also been linked to the concept of
disability. In traditional African society, the birth of a child with any form
of disability brings a lot of emotional stress to family members as a result of
the stigma attached to such a condition. Traditionally, disability was regarded
to be the work of mythical Gods or the presence of the evil and witchcraft.
Some parents believed that disability is a punishment from the ancestors for
having transgressed the spiritual or moral values of society. The assumption of
traditional African philosophies is that the birth of a child with disability
is a bad omen or an act of bewitchment (Chimhenga
and Musarurwa, 2011).
Therefore, "a child with special
needs:" is a child who has a disability of an intellectual, physical,
sensory, emotional or behavioural nature has a learning disability or has
special gifts or talents, as defined in the Manual of Policies, Procedures, and
Guidelines (BC, 2013).
An example from an African cultural
perspective, the child was and is still seen as an important asset for the
family. Having a child fulfills societal expectations of procreation and helps
to strengthen the clan and nation. For some parents, the child has always been
seen as a source of respect, honor, a sense of value and income, as well as
financial gain. Thus a disabled child or special need child, especially the child
who cannot be responsible or work for the family and in such situations, the
parents often respond negatively to the situation. Very few parents have been
able to handle the trauma that comes with the birth of a disabled child. In
some families a child with a disability is regarded as a demon, possessed by a
demon or bad omen to the entire clan. The situation is perceived as a
punishment from God for the evil doings committed either by parents or by their
ancestors, hence some parents actually think it is shameful to have a disabled
child around (Chimhenga and Musarurwa,
2011).
In developing country such as Africa
especially Tanzania many parents of children with disabilities are restricted
in their ability to help their children with special needs because of poverty.
They are unable to send their children to expensive schools that can
rehabilitate their disabled children. Some of them are unable to meet the high
travelling expenses to and from the school since such children would need
special transport. Generally poverty prevents parents from participating in
school activities aimed at mitigating disability impact and thus they view
disability as increasing their burden to participate in school activities. This
inevitably creates a negative attitude towards the education of children with disabilities.
It also emerged that in homes where house maids were employed, children with
disabilities did not receive proper care, especially when their parents would
have gone to work. The child is sometimes left alone, without food or proper
care. Children with mobility problems were the most affected and more
frustrated. Some parents have ended overprotecting the child and this has
affected his/her development of independence. This treatment disrupts the
efforts by the special school to reach such children (Chimhenga and Musarurwa, 2011).
The research conducted in Zimbabwe
showed that one parent had failed to send her child to school at one point due
to financial problems. Other parents indicated that they were not fully
involved in what was happening at school or were not sure as to how they could
get involved. However, it was also evident that some parents lacked interest in
the education of their children with cerebral palsy, only interacting with the
school only when invited for consultation. Some even failed to go for such
consultations. One point worth noting is that most parents complained that the special
schools are far away (Chimhenga and
Musarurwa, 2011).
All children aged five to eighteen
should be afforded opportunities to learn in environments that are safe and
welcoming. Students with special needs should have their needs identified in a
timely way, have these needs assessed in a comprehensive manner, and receive an
appropriate response to those strengths and needs in the delivery of
educational programs for them. Many students with special needs can contribute
to the process of assessment and planning for their own educational programs,
and provide an evaluation of the services available to them (BC, 2013).
The orphans and other vulnerable
children, including those living with HIV lack the relevant learning materials
and other basic needs (such as lack of proper diet) that affect school
attendance, and which could affect their academic performance as well (Obare, Birungi et al., (2009).
3.0 Education access to children with special needs in Tanzania
Education in Tanzania is provided by two
sectors; the government on one hand and the non-government on the other. This
partnership exists since colonial time when primary, middle, secondary and
tertiary education levels were provided by the Government and the
non-government sector.
Since independence, Tanzania has always
stressed that socio-economic development can only be meaningful if it
encompasses the needs, expectations and roles of all beneficiaries of the
results of the development efforts in the whole society. The realization of
this zeal went along with the education for all strategy in which the
government provided free education to all school age boys and girls.
In the 1970’s and early 80’s, Tanzania
experienced a serious deterioration of the economy. The cost .of socio-economic
recovery and development was prohibitive. Given its limited domestic resource
base, the government had to introduce institutional changes in order to
resuscitate the economy. The government has since then advocated an increased
role of the non-government sector in education provision.
The non-government education providers
have expanded the absorption capacity of schools for the school age group. It
has significantly supplemented the government effort in both the primary and
secondary level. It has assisted the society to reduce street children
especially those who fail to join government schools who often turned into
social menaces (vibaka) after missing places in Schools.
The Government of Tanzania is at present
implementing the policy that all children including those with disabilities,
out of school, orphans, those from low income households, nomadic communities,
marginalized fishing communities and hard to reach areas are not denied their right
to education (URT, 2008).
Tanzanian Society’s prejudice against
children with disabilities is known to have psychologically affected their
ability to realistically cope with their environment. Much as education is
essential for the development of a child’s potentialities, some parents still
perceive children with disabilities as a burden and opt not to send to school (URT,
2004). Hence they hide them in their houses.
Educational system in the country does
not allow for equal access for children with disabilities due to poor status of
the country. Almost all school facilities at all levels are inaccessible.
Teacher education and school curriculum as well do not incorporate the needs of
disabled persons. As a result of the above children with disabilities enrolled
for primary one is less than one percent. This figure is lower in secondary
schools and higher learning institutions (URT, 2004).
There are more than one billion “persons
with disabilities” in the world, 10% of whom are children mostly living in
developing countries (Mishra, 2014). The majority of people with
disabilities find their situation affects their chances of going to school,
working for a living, enjoying family life, and participating as equals in
social life (DFID, 2000). These makes children with disability need special attention
to actualize their potentials.
Special Needs Education in Tanzania
refers to education provided to children with disabilities. In Categories of
disabilities provided with educational services in Tanzania include those with
visual impairment, hearing impairment, intellectual impairment, physical
disability, autism and the deaf blind. Children with disabilities in Tanzania
are provided educational services at various levels ranging from primary
through secondary to higher learning institutions. Pre – Primary education is
yet to be introduced to this group of children with special educational needs
(URT, 2000). Other special needs groups are provided with different type of
education which fits them in actualizing their potentials as human beings.
CCBRT conducted research on
education enrolment, retention, and completion rates of children with
disabilities, to establish whether: i) The rate of enrolment, retention, and
completion of primary education by children with disabilities is improving and ii)
There is effectiveness and reliability of the reporting systems from school to
national level. The findings indicated that the
government is making efforts to address education for children with special
needs and it had established a desk to handle issues of disabled students in
Tanzania. Regardless of these initiatives, much is desired to improve the
school environment for disabled children (Joint Education Sector Review, 2011)
4.0 Poor families and education in Tanzania
Most of Tanzanians’ families are
very poor. Special schools are a high-cost option which many poorer countries,
who struggle even to provide educational access for non-disabled children,
cannot afford. Special schools tend to be located in urban centres and serve
more affluent families who can afford the fees, whereas the majority of needy
children live in rural areas. It is not viable in rural areas to provide
special schools for all the different impairments that children may experience.
The expertise of specialist teachers based in special schools is not shared
with teachers in mainstream schools, who have few opportunities to learn how
best to teach children with difficulties in learning (Mariga, et al., 2014).
Criteria of vulnerability are set by the community and can
include orphans, disabled children, abused or neglected children, adolescent
mothers, street children, children not attending school, and children with ill
parents.
To be included on the MVC list, a child must face a minimum
number of the following vulnerability criteria: food insecurity in the
household, poor family income, extremely poor housing, is taken care of by poor
elders or older orphans, is taken care of by sick caretakers (disabled, chronically
illm etc.) and is abandoned, is abused by family members, etc. (Nyangara et
al., 2009).
5.0 Gender Challenges of children especially Girls with special needs
Gender compounds the disadvantages of
disabled girls, causing them to be “doubly disabled.” They are more likely than
disabled boys or girls without disabilities to receive an education, continue
into vocational training, or find employment. For example, in 2011 World Health
Organization (WHO) report found that 50.6% of males with disabilities completed
primary school while only 41.7% of girls with disabilities did. Girls with
disabilities also face challenges unique to their gender, such as lacking
privacy at school when using the toilet or changing clothes. In terms of
security and safety, they are more vulnerable to sexual and physical abuse at
home, at school, or on the way to school. Girls with disabilities are also more
likely to be domestically exploited than girls without disabilities, as parents
can perceive education to be less useful for the former group (Mishra, 2014).
The UN
and the United Nations Children’s Fund (UNICEF) strive for all children to have
equitable access to education as a basic human right. Education is critical for
children to develop their human capital and enhance their future economic and
social opportunities. Children with disabilities are less likely than their
peers to receive an education: roughly 90% of children with disabilities in
developing countries do not attend school while the few who do often attend
sub-par programs. “Equitable access” to education entails integrating children
with disabilities into inclusive education systems rather than segregating and
isolating children in separate institutions. These separate schools tend to
offer inferior education, fail to address negative social perceptions that will
impede a child’s life outside of the classroom, and are too specialized to
serve the broad spectrum of “disability.”Since children with disabilities are a
widely varied group encompassing physical, emotional, and mental disabilities,
equitable access to education requires a variety of solutions (Mishra, 2014).
The “Education for All” (EFA) goals include the
expansion of comprehensive early childhood education with an emphasis on access
for the most disadvantaged and vulnerable children, ensuring universal access
to free primary education for girls and children in difficult circumstances,
and the achievement of gender equality in regards to education by 2015 (Mishra,
2014).
Picture taken from SAWAKA profile
on inclusive education from low income countries, 2014
6.0 Efforts to address the needs of children with special needs
Efforts to address the needs of persons with
disabilities have a history in Tanzania. Since independence in 1961, Tanzania
has been striving through different ways, to provide services to people with
disabilities. It was not until 1975, when the ruling party (TANU) in its
circular addressed to all Regional Commissioners directed that services to
people with disabilities should be provided in their communities, except where
persons with disabilities had no supportive relatives. Following, the
socio-economic and political changes in 1981, the government recognized the
importance and necessity of adopting special measures for persons with
disabilities particularly in towns, for those who had no family or community on
which they could depend on. A bulk of responsibility was vested with the
department of Social Welfare – Tanzania mainland and in Zanzibar, since 2004
disability issues were regarded as a human right issue and transferred to the
First Vice President’s Office (EAC,
2012).
Subsistence agriculture and self
employment is the mainstay of people with disability. Up to 72.3 percent of
households headed by persons with disabilities depend on income from
subsistence agriculture and 14.5 percent depend on self employment compared to
65.0 percent and 21.3 respectively for those without. With this statistics,
Persons with disabilities are likely not to benefit from the implementation of
Common Market Protocol. Other major challenges facing the group of people with
disabilities are access to transport, information, problems with attitudes of
others at home, school and at work, inaccessibility to public
services/premises, poverty and inadequate representation (EAC, 2012).
In Tanzania there are 43 Rehabilitation
Centers which offer Treatment and Care for PWDs in the country. These include
the Lions Club and the Comprehensive Community Based Rehabilitation in Tanzania
(EAC, 2012).
Although special needs education has
been provided since the years of Independence, only a small proportion of disability
children (about 1%) have access to education. Most institutions which provide
education services to the disabled children are run by NGOs. At higher learning
institutions disabled students form a very small proportion (about 0.5%). Some
of these students are learning through the distance mode of education and some
of them are learning through the residential mode (URT, 2000).
7.0 What keeps children with special needs out of school?
Most children with disabilities are out
of school where there is no inclusion of those with physical, emotional or
learning impairments within the education system. An assessment of numbers is
fraught with difficulty but the World Health Organisation (WHO) estimates that
one in 10 children in developing countries have special needs in education – in
at least 60 million school-age children. In China, one estimate suggests that
there are 8 million disabled children for which special schools cater for approximately
130,000. In Uganda is not uncommon for children with disability or suspected of
carrying HIV/AIDS to be chased away from school (Watkins, 2000).
Furthermore,
enrolment is adversely affected when children do not enroll or pupils leave
school after
enrolment. The causes of both can be categorised into supply factors, demand
factors and other factors e.g. socio-cultural. Supply factors include
unavailability of school, difficulty of access to school and unavailability of
teachers. Demand factors include undesirability of household for education
(especially of females), household inability to meet costs of schooling,
children/pupils seeking work to help household and the child/pupil having no
desire for education (Mbelle and Katabaro, 2003).
Universal Primary Education remains at
the core of attempts to achieve Education for All, and is a target still
eluding many developing countries. Tanzania being a member of the world
community is committed to implement agreed international commitments. In view of
this, Tanzania intends to implement the international agreement on six
development targets for education, namely: Expanding and improving
comprehensive early childhood care and education, especially for the most
vulnerable and disadvantaged children. Ensuring that by the year 2015 all
children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to and complete compulsory primary
education of good quality. Ensuring that the learning needs of all young people
and adults are met through provision of equitable access and appropriate
learning and life skills programmes (URT, 2001).
Granting
an equal opportunity to all school-age children to attend school is only the
first step. “Once pupils find seats in a classroom, they need quality instruction;
otherwise there will be little motivation to persist in school”. Unsatisfactory
quality is one of the factors leading to parents shifting their children from
one school to the other. The flight is particularly experienced among children
of middle class incomes who begun to be affected by migration back
to public schools or from schools outside the country to home country. Parents
also resort to private tuition to compensate for low quality. The quality of
instructions determines student achievement.
There are four
commonly applied measures of student achievement: school-based assessment,
public examinations, national assessment and international assessments.
School-based assessments measure performance against curricular goals. They are
done on a continuous basis and offer immediate feedback. In this respect they
provide a more actual picture than standardised national tests. Public
examinations are intended for selecting pupils/students to next level of
education, certifying graduates for the job market and fostering accountability
for school and school performance. In developing countries, public examinations
are more important given the limited alternative opportunities for advancement.
National assessments are intended to inform policy and take the form of tests
to a sample of pupils, questionnaires etc. They are not very common in Africa
though they are common practice in developed economies and in Latin America.
International assessments compare results of examining samples of students from
many different countries (Mbelle and Katabaro, 2003).
Schools that are
unfriendly, unhealthy, unsafe and unsupportive of children – especially girls –
contribute to the problem of school drop-outs. Children enter school in greater
and greater numbers, but then many problems arise that prevent them from
completing the education they require. Family needs, for labour and income, may
pull them out of school, while the culture and language of the classroom all
too often push them out (UNICEF, 2014). In Mozambique and the
United Republic of Tanzania, for
example, almost no young women from the poorest families completed lower
secondary school in 2010/2011 (UNESCO, 2014).
8.0 Children with special needs and Tanzania Development Vision 2025
This policy states that Education will
be treated as a strategic agent for mindset transformation and for the creation
of a well educated nation, sufficiently equipped with the knowledge and skills
needed to competently and competitively solve the development challenges which
face the nation. In light of this, the education system will have to be
restructured and transformed qualitatively and quantitatively, with a focus on
promoting a science and technological culture at its lowest levels, giving a
high standard education to children and adults. Basic sciences and mathematics
will be accorded great importance in keeping with the demands of the modern
technological age while not losing sight of the humanities. Quality education
at primary level will provide a firm base for all the other levels (URT, 2001).
The Tanzania Development Vision 2025 has generalized that all groups will get
better education but did not stipulate how children with special needs will
benefit from this programme.
9.0 Children with special needs have a right to education
Persons
or children with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities are not
excluded from free and compulsory primary education, or from secondary
education, on the basis of disability; Persons with disabilities can access an
inclusive, quality and free primary education and secondary education on an
equal basis with others in the communities in which they live; Reasonable accommodation
of the individual’s requirements is provided; Persons with disabilities receive
the support required, within the general education system, to facilitate their
effective education.
10.0 Poverty is both a cause of consequence of disability
In 1999 the World Bank estimated that
people with disabilities may account for as many as one in five of the world’s
poorest people. In 2005 World Bank study also tentatively concluded that
“disability is associated with long-run poverty in the sense that children with
disabilities are less likely to acquire the human capital that will allow them
to earn higher incomes”, but stressed the need for more research in this area.
People in developing countries are more likely to be affected by disability
caused by communicable, maternal and perinatal diseases and injuries than
people in developed countries. These disabilities are largely preventable.
Furthermore conflict often occurs in poorer countries which increases the
number of people with disabilities and invariably worsens the delivery of basic
services which is likely to impact those with disabilities to a greater degree
than others.
11.0 Education of children with special needs and problem of poverty
Education, particularly inclusive
education, is able to reduce discrimination through enabling children with and
without disabilities to grow up together. Education gives children with
disabilities skills to allow them to become positive role models and join the
employment market, thereby helping to prevent poverty.
12.0 Accessibility
There is a cause and effect relationship
between disability and environment. Many private schools and all public schools
and buildings in Tanzania are built to cater for the needs of the non-disabled.
Stairs, narrow doors and toilets are inaccessible to the majority of disabled
persons (URT, 2004).
Lack of
education for a person with a disability is not only a question of being able
to afford to go to school, but also of accessibility and suitability of the
school itself. Most schools have not attempted to make the classrooms
accessible for children with physical impairments or on wheelchairs. Also the
transport to and from by public busses or simply by walking along the road is
prohibitive. Several of the parents with low income fail to send their disabled
child to school because the child is not able to walk that far and there is no
possibility for transport. Ordinary schools have huge classes, especially after
primary school fees were dropped, and the teachers are rarely qualified for dealing
with the special needs of a disabled child. If a disabled child needs
assistance during the day in a normal school, the other students are the ones
that are set to help. If they refuse, the child is left on his/her own (Ingstad and Grut, 2007).
13.0 Awareness
The widespread prejudice and negative
attitude towards disability and persons with disability in our society is
mostly culturally motivated. The birth of a child with disability is associated
with superstitions or some misfortune. Negative attitude of the community
towards disability and persons with disability is one of the major barriers
against the integration and equal participation of disabled persons in the life
of the community. Often sometimes disability is perceived as a problem and a person
with disability as unable and dependent (URT, 2004).
14.0 Conclusion
The concept of children with special needs has many faces although
many writers and policy makers think that children with special needs is only
entitled to children with disability like those children or people with
hearing, visual, physical, mental or intellectual, sensory and emotional
impairments. While groups like street children (Panya Road), Orphans, HIV/AIDS
infected children and children or girls from poor families are
marginally considered. But the term children with special needs considers
educationally, economically, socially, religious and politically all groups.
That is children with special needs have equal rights to receive quality
education, to be respected in the society and be elected for leadership or
elect someone. But all this will be done if our countries seriously invest
education to all children without living the burden to parents. Hence many
children with special needs are out of schools due to poor financial status of
families to assist their children with special needs to acquire quality
education. More efforts have to be done so as to acquire a quality and
inclusive education for children with special in Africa especial in Tanzania.
Poverty has a major role for many of children with special needs not to receive
low quality of education.
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