Family Barriers For Quality Pre-Primary Education For Children With Disabilities In Tanzania: A Case Of Lindi Region

Abstract

This study examined family barriers in the provision of quality of Pre-Primary education for the children with disabilities in Lindi Region, Tanzania. This study was a qualitative inquiry. Data were collected using in-depth interviews and focus group discussions. It involved a sample of 23 of the participants. The study established that the provision of the quality Pre-Primary education for the children with disabilities was hampered by a number of the family barriers. These barriers were classified as the socio-economic and socio-cultural barriers within the families. The overall conclusion was that the existing context of the families of children with disabilities was more inhibitive than facilitative for Pre-primary Education for children with disabilities. Among the recommendations were to mobilize and sensitize parents and family members to eliminate the socio-economic and socio-cultural barriers within the families giving Pre-Primary Education to their children with disabilities.