Support Services for Students with Disabilities in Higher Education Institutions: A Case of the University of Dar- es -Salaam in Tanzania
- October 26, 2021
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186
Ngonyani, J. C1, Mnyanyi, C.B2
1Department of Information and Communication Technology, Tanzania Public Service College, Tanzania.
2Department of Psychology and Special Education, The Open University of Tanzania, Tanzania.
Abstract: This study inspected the support services provided to students with disabilities (SWD) in higher education institutions (HEIs) in Tanzania, where a total of 173 respondents were involved in a descriptive study that was cross-sectional design. The respondents were categorized as follows; 33 SWD, including ten visually impaired, seven hearing impaired, seven physically impaired, five low vision, three Albino, and one speech impaired. Other respondents included 47 non-disabled students, 40 Dar-es-Salam University students’ organization (DARUSO) leaders, 35 trainers, and 18 management personnel. The study revealed the support services provided to SWD as caretakers, health and psychological support, accommodation facilities available around the University, sign language interpreters, readers, leaders, loans, and other special treatment. However, the study reports on shortages of special education staff and transport facilities. The study recommends the improvement of infrastructures accessible to SWD and the increase of more permanent committed special education educators and other specially trained supporting staff.
Keywords: Support Services, Students with Disabilities, Higher Education Institutions, an Exploration into the Support Services
I. INTRODUCTION
Delivering assistive technology and other supporting services for SWD in HEIs has drawn attention both nationally and internationally to strengthen learning environments for physically and other challenged learners. Several nations have formulated policies and regulations to support the implementation in HEIs. In Thailand, for instance, the Thai Ministry of Education issued regulations for delivering assistive technology and related services for SWD. These regulations have encouraged equality and the opportunity for these learners to learn smoothly (Lersilp & Lersilp, 2017). Most learners with disabilities in tertiary institutions are conscious of their rights to obtain assistive technology and education services for teaching and learning. However, such consciousness is not the only positive factor that encourages them to receive full services (OHEC, 2004).
