Dar es Salaam. Tanzania’s recognition of more than 17 categories of special educational needs is raising questions about whether teachers are adequately trained to identify and respond to the different needs of learners in classrooms.
The national assessment framework recognises a wide range of needs, including learning difficulties such as dyslexia and dyscalculia, autism spectrum disorders, deaf-blindness, cognitive and intellectual impairments, speech and language disorders, and emotional or behavioural challenges.
