Dissertation (MA Education)This study aimed at investigating the constraints facing implementation of inclusive model of education through exploration of how interactive, cooperative, participative, supportive and effective it is to learners with disability and their attitude against the concept in primary schools in Tanzania particularly in Ikungi District and the mitigation strategies in place. It is a qualitative case study with phenomenological approach and was guided by bio-ecological systems theory. Sampling of this study employed purposive sampling to obtain the respondents whereby 97 respondents were selected. This involved district education officials, head teachers from inclusive schools, teachers, pupils with and without disability and parents. Data were collected through questionnaires, interviews, focus group discussions and documentary review and were analyzed through descriptive and interpretive approaches. The findings revealed that some constraints exist in implementation of Inclusive education in selected schools. These are mainly on inadequate teacher training on special needs learners, shortage of teaching and learning facilities, poor and incomplete infrastructure and insufficient funding. The constraints affect effective learning to learners with disability. Also findings revealed that there is inconsistency in curriculum modifications and changes which don‘t consider special education. The study revealed that no specific strategies in place to mitigate the constraints in implementation of inclusive education. Government should make deliberate efforts to improve teaching and learning environment of inclusive schools by establishing good teachers training, modifying curriculum inclusive in favor of special needs learners, allocating sufficient budget and improving community participation in supporting inclusion in education for best education development to children with disability.