Dissertation Submitted in Partial Fulfillment of the Requirements for Award of
Masters of Education Mzumbe University
Although the government of Tanzania has been implementing inclusive education
strategy to include the marginalized pupils, some pupils with special needs are still
not accommodated as their encounter parts. Among many other important
stakeholders, it is assumed that teachers are the key resource persons. This study
therefore aims to explore role of teachers in terms of attitude about integrating
inclusive education in schools. The study also intends to identify challenges
encountered by teachers, examine the enrollment of pupils with special needs as well
as identify capacity building strategies among teachers to enhance inclusive
education.
This study employed mixed approach whereby, interview guides in conjunction to
documentary review, observation guide, and questionnaires used to collect data. 30
respondents from Luhira, Subira, and Mfaranyaki inclusive primary schools, and
Municipal Education Department were involved. While quantitative data were
analyzed using Microsoft Excel, qualitative information were manually analyzed
using content analysis in which codes, meaning and patterns were systematically
developed from transcribed interviews based on the study objectives, and literature
reviewed.
The findings reveled a variation of teachers‟ attitudes on perceived efficacy items
about integrating inclusive education. Besides, the implementation of inclusive
education in Tanzania is still facing some challenges support from administrative
officers; teachers‟ motivation; as well as professional development for teachers to
work inclusively. With regards to enrollment, there are no proper records of students
with special needs in inclusive classes in the selected schools and favoritism in
gender and type of disabilities in enrollment. In terms of strategies, lack of guideline
in schools and Municipal Education Department.
This study recommended among many others; Supportive policy, teaching and
learning environment, and responsive strategies as per Education 2030 UNESCO
declaration and teachers training. More studies on leadership in implementation of
inclusive education should be done in other districts and schools