By Angela Stone-MacDonald

Based on a yearlong ethnographic research, this publication describes the everyday life and paintings of the Irente Rainbow college, a unique schooling institution for college kids with developmental disabilities in Lushoto, Tanzania. It examines using neighborhood context, group money of information, culturally proper pedagogy, and group aid to coach scholars with disabilities very important lifestyles talents, independence, self-advocacy and to struggle for his or her human rights. This booklet deals a number of classes for various audiences; it's a primer on incapacity and schooling in a rural African city, an alternate version for non-governmental companies to contemplate in designing community-based and community-engaged courses, and a narrative approximately a great workforce of academics, scholars and households who took motion to supply an schooling and a consciousness of rights for kids with disabilities. ​

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In some cases, I have changed other information in the stories to protect individuals’ privacy. 4 The School Administration 47 Charles and Bakari, brothers, were two of the first administrators and teachers at the school. Their family is from the Lushoto area. The brothers see each other frequently, their wives spend time together, and they share family holidays and celebrations. Both men dress in business casual wear and resemble each other in appearance. They are active church and community members.

For example, I watched children learn to cut grass with a machete for the goats at school, and I saw them perform this task at home. Some activities were taught formally, but others were taught informally, through the course of work to maintain the school, such as washing dishes and mopping the floors. Since it was clear in the beginning to families and teachers that most of these students would not move on to typical primary schools or attempt the primary school leaving exam after standard seven (students can take it only once for a chance at secondary school), the focus of the curriculum needed to be functional and practical for the students, and it had to provide them with basic academic skills.

An administrator recalled that people in the diocese started to notice several children with disabilities at the Irente Children’s Home with nowhere to go and no home to return to. An administrator explained what happened when the bishop (the head of the diocese) and his family returned from Sweden after he had earned an advanced degree: [The Bishop and his family] wanted to come back but were worried about their sons’ education. The UEM [United Evangelical Mission] sent volunteers to teach their boys privately.

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