Factors Influencing Parents’ Readiness to Enrol Children with Special Educational Needs (SEN) into School in Tanzania

special educational needs, disability, inclusive education

Abstract

The purpose of this paper is to examine the factors that influence parents’ readiness to enrol their children with Special Educational Needs in school. It is based on a qualitative study that was conducted in two districts in Tanzania and used a purposively selected sample of 26 parents as key informants. The methods used to collect the required data included in depth interviews and observation and the data collected from these methods were thematically analysed. The findings indicate that parents’ readiness to send their children with SEN to school is hindered by
multiple factors including parents’ lack of motivation, inadequate support and encouragement from the immediate social environment, unwelcoming school environment as well as shortages of transport to manage the distance from home to school. Recommendations included among others the need for continued effort to sensitise parents and the public on the essence of sending children with SEN to school
as well as for the government to provide an enabling environment for children with SEN to start and remain in school.