Children with language impairment in Tanzania - A qualitative study about how special education teachers experience working with children with language impairment in pre-schools
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The main theme is children with language impairment in Tanzania. The specific theme is about how special education teachers experience working with children with language impairment in pre-schools. The goal of the study is to expand the knowledge on working with children with language impairment in Tanzania through the experience of special education teachers. I have interviewed three special education teachers about how they experience on working with children with language impairment in pre-schools in Tanga region, Tanzania. I have asked permission from regional and municipality education officer who directed me to the heads of the schools for conducting the interviews. The study has been done by using qualitative approach under phenomenological qualitative design. Semi structure interview has been used to collect the empirical data with prepared interview guide. The three interviews have used the same interview guide, and the study used stepwise deductive-inductive method. The quality and credibility of the study were highly maintained. In addition, ethical consideration has been done throughout the process of the study. From the findings, the study has derived seven categories. One of them has five sub categories. The seven categories are: common experience with language impairment, positive experience with language impairment, identification of a child with language impairment, involvement of parents, motivation and commitment, participatory methods and challenges in working with children with language impairment. Under participatory methods category, there are sub categories: use of pictures, drawings, and realia, repetition, use of songs, strengthening the speech organs and use of mirror and cartoon in facilitative imitation. Every category is presented and discussed at the same time in relation to the theories connected with. The results show that, expressive language impairment is more experienced than receptive language impairment. The teachers can observe the expression of children with language impairment but the two-language impairments are interconnected. Children with language impairment have better improvement in their life. A child with language impairment is identified later than the required age in Tanzania due to the cultural influences. Parents are involved in enhancing the language of their children at home. Motivation and commitment are prioritized in working with children with language impairment. Use of participatory is the best way to work with children with language impairment. The challenges hinder the teaching and learning of children with language impairment such as negative attitude and lack of teaching and learning resources.