Gender and access to Inclusive Education in Tanzania: A Case of Selected Primary Schools in Shinyanga and Mwanza Regions

Abstract

This study examined gender relations and access to inclusive education for children with disabilities in Shinyanga and Mwanza regions. The study was conducted specifically to examine community attitudes and practices towards girls with disabilities, harmful gender cultural norms, practices, traditions and barriers girls with disabilities face in accessing education. The study employed interpretive phenomenological design and purposive sampling technique to obtain 96 participants. Children with disabilities were identified by using the Child Functioning Module (CFM) questions and participants were purposively sampled. Data were collected using key informant interviews, focus group discussions and observations. Thematic analysis techniques were employed to analyse the data. The study found that there were deep rooted discriminatory cultural practices and gender norms which rendered children with disabilities excluded from school as compared to their male peers and those without disabilities. This was further compounded by poor teaching and learning environment. Girls faced greater barriers than boys, including more hours spent doing household chores, early marriages and pregnancies leading to drop out. It is recommended for government, community and development partners to focus more on children with disabilities, especially girls, increase community awareness on inclusive education and gender as well as improve teaching and learning environments.