Masters Degree Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/154

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Browsing Masters Degree Dissertations by Subject "Inclusive education"

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    Implementation of inclusive education for pupils with intellectual disabilities in inclusive primary schools in Shinyanga municipality, Tanzania
    (Kyambogo University (Unpublished work), 2024-10) Malwa, Daniel
    The study explored implementing inclusive education for pupils with intellectual disabilities in inclusive primary schools in Shinyanga Municipality, Tanzania. The objectives of this study were to examine inclusive education practices of teachers in selected inclusive primary schools in Shinyanga Municipality, Tanzania; second, to examine strategies for the implementation of inclusive education for PwIDs in inclusive primary schools in Shinyanga Municipality; and third, to explore teachers’ perspectives on the implementation of inclusive education for PwIDs in inclusive primary schools. It adopted a qualitative approach and a case study design to obtain the relevant data. The target population for this study was two hundred and two (202); the study employed a sample of 21 participants who were purposefully selected. Data were gathered through semi-structured interviews and observation. Data for the study was analyzed thematically, as described by Cresswell (2014). The findings were presented under themes and subthemes constructed in the course of data analysis, which revealed that: (i) most teachers were knowledgeable about inclusive education practices such as creating inclusive culture, teamwork, providing reasonable accommodation, and individualized instruction to pupils with intellectual disabilities, (ii) the selected inclusive primary schools doing their best with the meagre resources at their disposal to implement the inclusive education for pupils with intellectual disabilities by following government guidelines, directives, policies; and Acts; and (iii) the implementation of inclusive education for pupils with intellectual disabilities was characterized by numerous challenges such as lack of in-service training for teachers in inclusive primary schools, poor teaching environments, and inadequate materials to teach pupils with intellectual disabilities. The study concluded that though most teachers were knowledgeable about inclusive education, the learning environment in the selected inclusive primary schools was not friendly for teaching pupils with intellectual disabilities; inclusive education success relies on collaboration, team spirit, and policies that support inclusion; and inclusive primary schools were facing various challenges in implementing inclusive education for pupils with intellectual disabilities which poses a threat to the realization of the dream of leaving no one behind and maximizing inclusion of persons with disabilities as stated in the United Nations Sustainable Development Goal four. The study recommends that the Government, through the Ministry of Education, Science and Technology, should improve the learning environment in inclusive schools for pupils with intellectual disabilities by providing adequate teaching materials and training the in-service teachers on inclusive teaching strategies; secondly, the government should provide sufficient resources to ensure thorough supervision of schools as stipulated in the National Strategies for Inclusive Education 2022-2026, National Education Policy 2014, National Disability Act 2010 and National Disability Policy 2004 to improve teamwork and collaboration among education stakeholders.
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    Parents’ participation in education of children with cerebral palsy in Ongino sub-county, Kumi district, Uganda
    (Kyambogo University (Unpublised work), 2025-10) Alupo, Caroline
    The purpose of the study was to examine parents’ participation in the education of children with cerebral palsy in Ongino Sub-County, Kumi District. The objectives of the study were; to establish parents’ understanding of the education of children with cerebral palsy, to examine the education support parents give to children with cerebral palsy, to examine the challenges faced by parents in supporting the education of children with cerebral palsy, and to explore how parents can be empowered to effectively support the education of children with cerebral palsy. The study, guided by the Social-Ecological Theory, employed a qualitative research approach supported by a case study design. Data were collected using an open-ended interview guide from 22 purposively selected participants, including 10 parents of children with cerebral palsy, 6 teachers from inclusive UPE schools, and 6 pupils with cerebral palsy. The study ensured rigor and trustworthiness by adhering to qualitative criteria: credibility, dependability, confirmability, and transferability, through participant engagement, detailed documentation, audit trails, rich contextual descriptions, and peer debriefing, producing reliable insights on parents’ participation in the education of their children with cerebral palsy. The study findings revealed that most parents of children with cerebral palsy have a clear understanding of their children’s educational needs and actively ensure their participation in both academic and non-academic school activities. The findings also revealed that parental involvement goes beyond meeting basic needs such as feeding, security, and psychological support, extending to moral, material, and financial assistance, often sourced domestically before seeking external support. Additionally, parents face significant challenges, including poverty, illness, high educational costs, limited knowledge of their roles, and lack of awareness of effective support strategies. Lastly, the study revealed that empowering parents improves their ability to make informed decisions, support their children independently, implement educational strategies effectively, and enhance overall educational outcomes for children with cerebral palsy. The study recommends strengthening parental understanding, enhancing educational support, addressing economic and informational challenges, and empowering parents through training, community programs, and collaboration with schools, NGOs, and development partners to sustainably support children with cerebral palsy.