坦桑尼亚高等教育中感官障碍学生面临的社会障碍

IF 0.9 Q3 EDUCATION, SPECIAL British Journal of Special Education Pub Date : 2024-09-09 DOI:10.1111/1467-8578.12549
Sarah Ezekiel Kisanga
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引用次数: 0

摘要

本研究探讨了坦桑尼亚高等院校中不同环境下感官障碍学生所面临的社会障碍。27 名学生参与了半结构式访谈、焦点小组讨论和开放式问卷调查。有感官障碍的学生报告说,在不同的环境中,其他人认为他们没有能力,是社会经济负担。他们还透露,他们被视为乞丐。这些负面看法导致他们被社会孤立,难以建立和维持友谊。研究建议开展宣传活动,展示坦桑尼亚残疾人的能力。此外,坦桑尼亚应相应执行有关残疾人就业的法律,以增加他们在不同部门的就业机会。
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Social barriers faced by students with sensory impairment in higher education in Tanzania
This study explored the social barriers facing students with sensory impairment in Tanzanian higher learning institutions across different settings. Twenty‐seven students were involved in semi‐structured interviews, focus group discussions and open‐ended questionnaires. Students with sensory impairment reported that across the different settings, other people view them as incapable and as a socio‐economic burden. They also revealed that they were viewed as beggars. Their perceptions of these negative views resulted in their social isolation, and difficulties in forming and maintaining friendships. The study recommends setting up awareness‐creation campaigns aimed at demonstrating the capabilities of disabled people in Tanzania. In addition, the law governing the employment of disabled people in Tanzania should be enforced accordingly to increase their employment opportunities in different sectors.
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
期刊最新文献
Social barriers faced by students with sensory impairment in higher education in Tanzania Issue Information Translational science in the science of reading: A case study Education policy development in England: Effective ‘mainstreaming’ of SEND provision Editorial
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