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September 10, 2025

Challenges in education access for disabled children: A gender perspective in Dodoma and Chamwino districts, Tanzania

CKCyril Kalembana KombaMoshi Co-operative University

Key Points

Over 52% of respondents recognized that disabled children face barriers to school enrollment, particularly among females.
Key barriers identified were household poverty, lack of supportive learning environments, and the absence of necessary assistive devices.
Focus group discussions and interviews were conducted to gain insights into gender-specific issues surrounding inclusive education for disabled children.
The findings emphasize the need for families and teachers to collaborate in addressing challenges to educational opportunities for disabled children.

Abstract

This study explored the challenges in education access for disabled children from a gender perspective in Dodoma and Chamwino districts, Tanzania. Utilizing purposive and snowball sampling, the research incorporated structured questionnaires, focus group discussions, in-depth interviews, and content analysis to delve into gender-specific issues affecting inclusive education for female children with disabilities. Findings revealed that 52% of respondents with disabled children acknowledged their children's lack of school enrollment. Key barriers included household poverty, unsupportive learning environments, stigmatization, and the absence of assistive devices. Furthermore, prevailing gender norms surrounding disability and educational integration critically impacted the enrollment rates of female children. The study recommends that families collaborate with teachers to identify and address the challenges, strengths,and weaknesses of their children, fostering a supportive environment conducive to educational opportunities.

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