Volume 07 Issue 10 October 2024
1Beatha C. Patrick, 2Henry C. Umeodum
1Department of Education, Jordan University College Morogoro, Tanzania
2Department of Social Sciences, Jordan University College Morogoro, Tanzania
DOI : https://doi.org/10.47191/ijsshr/v7-i10-54Google Scholar Download Pdf
ABSTRACT
The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and interviews. The data were analyzed using descriptive statistics and thematic analysis. The study reveals major challenges for students with disabilities transitioning to public secondary schools, such as inadequate teacher training, insufficient curriculum adaptation, and limited support systems, compounded by social stigma, financial constraints, and inadequate preparation. To enhance the educational experience for students with disabilities, it is essential to implement comprehensive teacher training on inclusive strategies, adapt curricula to diverse learning needs, and establish robust orientation programs. Increasing funding for assistive technologies, combating social stigma with anti-bullying policies, and improving peer support networks and accessible transportation will further support these students’ integration and development and consequently enhance learning
KEYWORDS:Students with Special Needs, Transition, Primary Special Schools and Public Secondary Schools
REFERENCES1) Almalki, N. (2017). Perspectives of Saudi special education teachers towards secondary and post-secondary transition services for youth with multiple disabilities. International Journal for Research in Education, 41(1), 304-337.
2) Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50(3), 259-271.
3) Babbitt, E., & Lee, B. A. (2016). Accommodating students with disabilities in clinical and professional programs: New challenges, new strategies. Jc & ul, 42, 119.
4) Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531.
5) El-Daw, B., & Hammoud, H. (2015). The effect of building up self-esteem training on students’ social and academic skills 2014. Procedia-Social and Behavioral Sciences, 190, 146-155.
6) Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113-126.
7) Engelbrecht, P. (2020). Inclusive education: Developments and challenges in South Africa. Prospects, 49, 219-232.
8) Fleming, M., & Wated, G. (2016). The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students With Learning Disabilities. Learning disabilities: a multidisciplinary journal, 21(2).
9) Harry, B., & Klingner, J. (2014). Why are so many minority students in special education?: Understanding race and disability in schools. Teachers College Press.
10) IDEA. (2023). About IDEA. Retrieved from a. https://sites.ed.gov/idea/about-idea/
11) Macharia, J. M. (2018). Cultural and environmental factors affecting transition of learners with physical disabilities from primary to secondary schools in Laikipia County, Kenya. Unpublished thesis submitted to Kenyatta University.
12) Makin, C., Hill, V., & Pellicano, E. (2017). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study. Autism & Developmental Language Impairments, 2, 2396941516684834.
13) McCoy, S., Shevlin, M. & Rose, R. (2020). Secondary school transition for students with special educational needs in Ireland. European Journal of Special Needs Education, 35(2), 154-170.
14) Ochs, L. A., & Roessler, R. T. (2001). Students with disabilities: How ready are they for the 21st century? Rehabilitation Counseling Bulletin, 44(3), 170-176.
15) Possi, M.K. & Milinga, J.R. (2017). Special and inclusive education in Tanzania: Reminiscing the past, building the future. Educational Process International Journal, 6(4), 55-73.
16) Sander, A. (2021). Inclusive education in Europe: A systematic literature review about the benefits of inclusive education for primary school aged children with intellectual disabilities. Master Thesis. Jönköping University.
17) Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323-339.
18) Sorani-Villanueva, S., McMahon, S. D., Crouch, R., & Keys, C. B. (2014). School problems and solutions for students with disabilities: A qualitative examination. Journal of prevention & intervention in the community, 42(1), 58-71.
19) The World Bank. (2018). Disability-inclusive education in Africa Program. Nairobi: The World Bank.
