College Tutors’ Attitudes Towards Inclusive Education in Tanzania

Abstract

The main purpose of this study was to explore college tutors’ attitudes towards inclusive education in Tanzania. Fifty five college tutors, from two teacher training colleges were involved. The Attitudes Towards Mainstreaming Scale (ATMS), was used as the main data collection instrument. The majority of the respondents were positive about inclusive education in general, but differed on including students with different disabilities. There was no significant difference in teaching effectiveness between teachers with long experience and those with short experience. Also, there was a negligible difference in teaching effectiveness between respondents who were younger than 35 years and those above 35 years old. Many respondents believed that Tanzania is not ready for inclusive education because, among other things, teachers are not trained and there is lack of teaching and learning materials and adequate funding.