Perspectives on barriers to learning opportunities among deaf children in Tanzania

Abstract

This study explores the perspectives on barriers to learning among deaf children with in Tanzania. Despite progress toward inclusive education, many deaf children face significant challenges that hinder their academic and social participation. Using a qualitative approach, the research gathered insights from teachers and heads of schools to identify key barriers on inclusive learning among children with disabilities. The study employed a phenomenography design involving 17 teachers and 2 heads of schools in the interview sessions. Thematic analysis was employed to analyse the collected data. The findings revealed a complex interplay of barriers for exclusion which included inadequate teacher training, limited access to assistive technologies, lack of funds to afford the assistive devices and discrimination of deaf children due to negative attitudes towards disabilities. The findings highlight the need for systemic changes in educational policies and practices to ensure equal opportunities for all children. This study underscores the importance of creating supportive environments that foster inclusion and equity for deaf children, advocating for targeted interventions and increased awareness among stakeholders. Ultimately, this highlights insights that can inform policymakers and educators on necessary changes to enhance the learning experiences of deaf children, ensuring that schools provide necessary support.