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This study investigated the organization of learning that led to the scholastic
achievement of learners with disabilities in inclusive primary schools. The study
involved seven purposely selected inclusive primary schools situated in Mtwara region.
A total of 123 respondents were involved which included seven head-teachers, 21
teachers, 10 parents, six district education officers, 37 learners with disability and 42
learners without disability. The study employed both quantitative and qualitative
research approaches. Data were collected through observations, interviews,
documentary review and Focus Group Discussion (FGD). Numerical data were
analyzed by using SPSS programme; qualitative data were subjected to content
analysis.
Findings revealed that schools with high organizational efficiency of learning
performed better in scholastic achievement of the learners with disability. It was found
that schools with qualified teachers, better provision of special services, frequent
organization of extensional activities with adequate peer and parental cooperation
realized scholastic achievement of the learners with disabilities.
Based on the findings, the study recommends a bottom-up approach to the stakeholders
– teachers, officials, educationists and the government. First and foremost, the headteachers
should make frequent visits to the classroom and hold consultations with the
teachers, and the district educational officers should make frequent visits to the schools
and hold discussions with the head-teacher to ensure proper organization and adoption
of methods of teaching. Secondly, the educationists and policy-makers should create a
positive environment for practicing the learner-centered approach in teaching. The
Ministry of Education and Vocational Training should allocate funds on priority basis
to increase the support services for the learners with disability and make provisions for
regular in-service training for teachers to use the learner-centered approach effectively
in the classroom. |
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