Educating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania: In Harry Knoors, Maria Brons, and Marc Marschark (eds.): Deaf Education Beyond the Western World: Context, Challenges, and Prospects

dc.contributor.authorNamirembe, Bernadatte
dc.date.accessioned2021-10-28T11:23:18Z
dc.date.available2021-10-28T11:23:18Z
dc.date.issued2019
dc.description.abstractEducating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.en_US
dc.identifier.isbn13: 9780190880514
dc.identifier.urihttp://hdl.handle.net/20.500.12280/2848
dc.language.isoenen_US
dc.publisherOxford University Press Onlineen_US
dc.relation.ispartofseriesOxford Scholarship Online;
dc.subjectInclusive educationen_US
dc.subjectTanzaniaen_US
dc.subjectDHH learnersen_US
dc.subjectDeaf educationen_US
dc.subjectSpecial needs educationen_US
dc.subjectChallenges of DHH learnersen_US
dc.subjectDiverse learnersen_US
dc.titleEducating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania: In Harry Knoors, Maria Brons, and Marc Marschark (eds.): Deaf Education Beyond the Western World: Context, Challenges, and Prospectsen_US
dc.typeBook chapteren_US

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