PhD Viva Voce

Qualifications Attained:

Ms. Janeth Danford Mlay is a PhD candidate (by thesis) in the Department of Physical Education and Sport Sciences (PESS) at the University of Dar es Salaam. She holds a Master’s Degree of Arts in Applied Social Psychology from University of Dar es Salaam, Master’s of Philosophy in Special Needs Education from University of Norway, and Bachelor of Physical Education Sports and Culture from the University of Dar es Salaam. Also, she hold a Diploma in Education on Biology and Chemistry Teaching Pedagogy from Dar es Salaam Teachers College. She is an Assistant Lecturer in the Department of Physical Education and Sport Sciences at University of Dar es Salaam. She teaches Motor learning and Adapted Physical Education/ Activities, Physical Education for Special Population, Sports and Games like Swimming, Gymnastics, Handball, Netball, Adapted Sports like Goalball, and related courses. Her areas of interest are adapted physical education and inclusive education.

Abstract:

The research focused on how pupils with hearing impairment can be included in physical activity in primary schools in Tanzania. The study had four objectives, which were to examine the accessibility of the school environment for pupils with hearing impairment to participate in physical activity, investigate the inclusion practices for pupils with hearing impairment to participate in physical activity, identify the challenges faced with pupils with hearing impairment during physical activity, and find strategies for inclusion of pupils with hearing impairment in physical activity. The study used Bronfenbrenner’s ecological systems theory as a framework and followed an interpretivist research paradigm using a qualitative research approach with an embedded single case study design. Participants included primary school head teacher, head of special needs unit, district special education officer, district education officer in cultural and sports, physical education teachers, parents, and pupils with hearing impairment. Data was collected using semi-structured interviews, document reviews, and observation schedules, and was analyzed thematically. Results showed that physical activity facilities and equipment were not accessible for pupils with hearing impairment, and that practices for inclusion were limited due to lack of experts, sign language skills, and time allocation. Challenges included exclusion, segregation, and lack of inclusive curriculum developers, policies, resources, and physical activity expertise. To address these challenges, pupils with hearing impairment improvised their own equipment and contributed money to buy balls. The study concluded that more needs to be done to provide resources and create a school environment that allows for inclusion of pupils with hearing impairment in physical activity. Future research should also explore inclusion practices for other pupils with disabilities.