The dynamics of preparing children with special educational needs to start schooling in Tanzania

Abstract

This paper presents findings on how parents and teachers prepared children with Special Educational Needs (SEN) to start schooling. Information was sought from a sample of 84 participants in two districts in Tanzania using in-depth interviews, focused group discussion and non-participant
observation. The collected data were subjected to thematic analysis. The study revealed that parents and teachers have a big role to play in preparing children with SEN to transit smoothly from home environment to start school. However, the transition process was not straight forward. It had some financial, social, and psychological implications on both
parents and teachers. The study recommends, among others for parents’ and community’s awareness raising about children with SEN.