Parents’ experiences in provision of social support to children with intellectual impairment in Tanzania inclusive primary education settings

Abstract

The aim of this study was to explore experience of parents in provision of social support to their children with intellectual impairment in inclusive primary education settings. The study is qualitative in nature. It used a sample of sixteen participants from three primary schools in Katavi Region. Data were collected through semi-structured interviews and were thematically analysed. The finding revealed that parents’ provision of all kinds of social support to their children with intellectual impairment is inadequate. Thus, it can be concluded that inadequate provision of social support by the parents to the children with intellectual impairment is a challenge to the children with intellectual impairment to cope with learning in inclusive education setting and hence to acquire quality education.