4.2.2 The Methods Used to Ensure the Enrolment of CWDs in Inclusive Schools in Tanzania The study was conducted to find out if there were specific methods used to ensure school enrolment of the children with disability in inclusive school environment during PEDP. The question was administered to the Municipal Education Officer (MEO) and primary school head teachers. The responses were collected analysed and summarized in Table 4.2. Table 4.3: Methods Used to Increase School Enrolment of Children with Disability in the Inclusive Schools (N = 46) Category of Responses Frequencies Percentage Identifying the CWD in the area of their residence 3 75% by school committees Campaigns through public meetings 2 50% Formulation of joint task forces 3 75% Influence of donor and local organization support 2 50% Source: Field Data, August 2012 Data summarized in Table 4.3 show that more than half of the respondents indicated that, identifying the children with disability in the areas of their residence done by the school committees. Also the finding show that support from district councils through formulation of joint task forces is among the method. (75%) were important mechanisms used to influence parents for the enrolment of their children into the inclusive schooling environment as a result of the implementation of PEDP. Half of the respondents mentioned the campaigns through public meetings (50%), the
4.2.2 The Methods Used to Ensure the Enrolment of CWDs in Inclusive Schools in Tanzania The study was conducted to find out if there were specific methods used to ensure school enrolment of the children with disability in inclusive school environment during PEDP. The question was administered to the Municipal Education Officer (MEO) and primary school head teachers. The responses were collected analysed and summarized in Table 4.2. Table 4.3: Methods Used to Increase School Enrolment of Children with Disability in the Inclusive Schools (N = 46) Category of Responses Frequencies Percentage Identifying the CWD in the area of their residence by school committees 3 75% Campaigns through public meetings 2 50% Formulation of joint task forces 3 75% Influence of donor and local organization support 2 50% Source: Field Data, August 2012 Data summarized in Table 4.3 show that more than half of the respondents indicated that, identifying the children with disability in the areas of their residence done by the school committees. Also the finding show that support from district councils through formulation of joint task forces is among the method. (75%) were important mechanisms used to influence parents for the enrolment of their children into the inclusive schooling environment as a result of the implementation of PEDP. Half of the respondents mentioned the campaigns through public meetings (50%), the