Special education is relatively new in Tanzania. The Irente Rainbow School (IRS) in Lushoto, Tanzania, where this ethnographic case study was conducted, is the first school for children with developmental disabilities in the area. Their curriculum stresses skills important in family life and the rural economy of Lushoto. The purpose of the study was to explore how local context and beliefs about disability influenced how participants understood their roles at the school and how they implemented curriculum. The ethnographic case study employed qualitative research techniques to ensure credibility and triangulation of data and research was conducted over a ten-month period.
The Rainbow staff created a natural setting to teach and practice daily living and vocational skills to prepare students for home and work. The curriculum was based on the local community funds of knowledge, and the pedagogy on practices that were supported by the local culture. As special education evolves, programs will change to meet the needs of local populations. Knowledge of local context is critical to give children with disabilities the best opportunity for an education and meaningful participation in their community.
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