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Main Article Content
Support Needs of Families Raising Children with Intellectual Disabilities in Sinza Maalum Primary School, Dares Salaam, Tanzania
Abstract
Caring for a child with special needs profoundly impacts parents, affecting their emotional, psychological, and financial well-being. This stress is often heightened when the child has an intellectual disability (ID), defined by an IQ below 70. Many parents of children with IDs struggle to access sufficient support and coping strategies, hindering their ability to provide consistent care. However, strong social support can alleviate these pressures, building resilience and enhancing their capacity to meet developmental needs. This qualitative study explored the psychological and financial challenges faced by parents of children with IDs in Dar es Salaam, Tanzania, specifically at Sinza Maalum Primary School. It also examined the availability of formal government support services from schools, informal support services and the significant gaps. Sixteen parents and six teachers were purposively selected for focus group discussions and in-depth interviews. Key areas of inquiry included psychological and emotional impacts, economic challenges, informal support, school role, and resource gaps. Findings revealed both strengths and limitations in existing support networks, underscoring the vital role schools play in bridging service gaps. This research offers valuable insights for policy and program development, aiming to create targeted, sustainable interventions that improve outcomes for children with IDs and their parents.
