Analysis of a Special Education Issue, Course project with Voiceover

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This video is a presentation on analysis of a special education issue in Dar es Salaam, Tanzania.
Please post your thoughts and feedback on the presentation. You can also mail me at www.karishma.sarin@waldenu.edu

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  • Very practical and sensitive approach to a problem that gets overlooked due to lack of proper research in the area. Great work Karishma and thanks for the insight.
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  • SEN situation, problems and solutions very well presented in the slides. Well done!!
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  • I thought this was a very enlightening presentation. I was not aware of the special education system in Tanzania. It helped me understand the current circumstances in which the special education teachers are instructing the special needs children.
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  • The presentation neatly summarizes the numerous issues being faced currently in Tanzania with respect to SEN.
    The content was very relevant and the solutions provided are easy to implement.
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  • Great presentation, encapsulates the essence of SEN in Tanzania.
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  • General explanation of Spl Ed.
  • Analysis of a Special Education Issue, Course project with Voiceover

    1. 1. ANALYSIS OF A SPECIAL EDUCATION ISSUE Course Project Presentation by: KARISHMA SARIN
    2. 2. What is Special Education?  A set of Instructions prepared to meet the unique needs of individuals with exceptional needs.  Set of instructions prepared for students with intellectual, physical, behavioural or emotional disabilities.  Specifically modified/designed instructions to encourage learning (UNESCO National Commission of the United Republic of Tanzania, 2013-2014, p. 36-40).
    3. 3. The need, problem, or situation identified in the educational setup in Tanzania: Current scenario is not conducive for supporting special education in the country’s educational set up. There is a need to:  Create a supportive environment for children with special needs.  Support learning needs of children with special needs.
    4. 4. The need, problem, or situation identified in the educational setup ( contd..): Historical and Political background on the issues:  The government policies are not strong enough in Tanzania which compel schools to make adequate provisions for SEN.  Lack of awareness, acceptance and preparation with regard to SEN.  Quality of education is low as compared to schools in develop nations due to:  the lack of educational infrastructure (Greste, 2013).  Non availability/lack of adequate funds.  Lack of trained/experienced teachers, staff and adequate resources.  Rising costs of resources and assistive devices.  Inadequate support to SEN in public as well as private schools.  Few public schools in Dar es Salaam that are funded by the government, supports SEN.
    5. 5. The need, problem, or situation identified in the educational setup (contd..): Environmental background on the issues: Government of Tanzania has developed programmes to provide free primary school education, but there are concerns about the quality of education:  Insufficient learning conditions eg: lack of space, student teacher ratio (Greste, 2013).  Shortage of teachers.  Inaccessibility to education due to distance, socio-economic conditions to name a few.  Lack of safe and supportive infrastructure.  Non availability of assistive devices for learners with disability.  Some cultural concerns. These conditions makes it difficult to pave way for SEN
    6. 6. Ethical, moral, and legal issues related to the problem:  Non supportive attitude amongst students, teachers and the local community (Greste, 2013).  Lack of administrative and school support at certain point.  Lack of funds.  Some students do not have access to equal right to education due to physical and mental disabilities (UNESCO National Commission of the United Republic of Tanzania, 2013-2014, p. 36-40).  Lack of support from family due to issues like financial restrains, non supportive attitude towards disability, and communication barriers.
    7. 7. Data and findings from research on problem identified: The Education Sector Performance Report (ESPR) of 2012 in public schools in Tanzania indicate:  Enrollment of children with special needs in pre-primary education as 1,648 out of 985,060 of total student population.  Enrollment of children with special needs in primary education as 28,195 out of 8,019,748 of total student population. (UNESCO National Commission of the United Republic of Tanzania, 2013-2014, p. 36-40). Findings from private schools:  As per my research, prominent private schools do not provide sufficient support for SEN, hence enrollment of such students is very low.
    8. 8. Data and findings from research on problem identified: The Education Sector Performance Report (ESPR) of 2012 in public schools in Tanzania indicate (UNESCO National Commission of the United Republic of Tanzania, 2013-2014, p. 36-40): Enrolment of children with special needs in pre-primary education Total student population 985,060 SEN Student population 1,648 Enrolment of children with special needs in primary education Total student population 8,019,748 SEN Student population 28,195 Findings from private schools:  As per my research, prominent private schools do not provide sufficient support for SEN, hence enrollment of such students is very low.
    9. 9. Proposed solutions for ‘creating supportive environment’ for children with SEN: Adequate space, accessibility and provision for mobility like:  Easy manoeuvring of wheelchairs / walkers.  Provision of ramps and railings for ease of movement.  Anti skid tiles for example, in toilets.  Smooth or levelled flooring.  Stable furniture.  Mats and carpet area to avoid injuries.  Good lighting in the classrooms.
    10. 10. Proposed solutions for ‘supporting learning needs’ of children with SEN:  Schools must have experienced teachers and trained staff to support SEN.  Inclusive education could be supported by adapting the curriculum and teaching strategies to meet SEN of the students.  Identifying and supporting specific learning needs of children with SEN.  Preparing resources and teaching methods appropriate to the academic level of the students.  Incorporating technology in education.  Keeping constant interaction and collaboration with parents.  Understand the background of the student eg: complete information about the condition, socio- economic factors, dietary needs, habits etc.
    11. 11. Government of Tanzania’s efforts on SEN and Inclusive Education:  The Education Sector Development Programme (ESPD, 2008-2017):  Emphasis on improving and providing equal education to children with special needs wherever possible.  Teaching Development Management Strategy (TDMS, 2008-2013):  Focusing on providing adequate training to teachers.  Secondary Education Development Programme (SEDP II, 20010-2014):  Improving school facilities in government schools for SEN.  Primary Education Development Programme (PEDP III, 2002-2016):  Focusing to ensure supporting infrastructure and adequate facilities in schools.
    12. 12. Additional support can be provided to children with SEN:  Spreading awareness through community support, camps and fund raising.  Teachers and school authorities must discuss and implement best possible support for students with SEN.  Schools can work in collaboration with professionals like occupational therapists, physiotherapists, speech therapists for a holistic development of students.  Schools must encourage teachers to take up professional development programmes.  Educators must keep current on changes in educational rights and legal developments in special education.
    13. 13. Implications of the proposed solution on key stakeholders:  Understanding specific learning needs of students will help special educators prepare best suitable teaching strategies for students.  Proposed solution will help stakeholders create safe and accessible environment for students with SEN.  Students will feel safe, welcomed and be open to learning.  Appropriate preparations and provisions in schools will provide strong support to students as well as families.  Trained teachers and staff will be able to provide appropriate learning opportunities to students with SEN.  As stakeholders work in collaboration, they will be able to implement inclusive education more effectively.
    14. 14. Considering Legal, Professional, and Ethical implications  Every individual has a right to education. Disability must not be seen as a hindrance in providing equal learning opportunities to students with special needs.  Though the government is taking measures to implement programmes on Inclusive Education (slide 11), stronger implementation policies are required. It might take some time before prominent changes can be seen.  Though Tanzania has joined the goal ‘Education for All’ based on UN convention on human rights, it is a long way to go. The curriculum does not fully accommodate children with special needs (http://www.iasintl.org/?p=news&id=235).  Schools need to adapt their curriculum and be more flexible to support effective learning for students with SEN.  The solution upholds the professional and moral obligations required for all stakeholders to create a conducive working environment necessary for a thriving SEN inclusion framework.
    15. 15. References:  UNESCO National Commission of the United Republic of Tanzania. (2013-2014). Tanzania and UNESCO (10 ed.). Tanzania: Ministry of Education, Tanzania.  UNESCO international bureau of education. (2007). Inclusive education Tanzania. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/nair obi_07/tanzania_inclusion_07.pdf  Greste, P. (2013). Tanzania’s education drive [Video file]. Retrieved from http://news.bbc.co.uk/2/hi/uk_news/education/7640136.stm

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