An Evaluation of the Implementation of Inclusive Education in Primary Schools in Arusha Region, Tanzania: Insights into Management Practices and Special Needs Integration

Abstract

This study evaluated the implementation of inclusive education in Primary Schools in Arusha Region, Tanzania, dealing with insights into management practices and special needs integration. The study used the descriptive-comparative design. Out of the population of 14,881 stakeholders, the study had the sample size was 1,163 subject including 370 mainstream pupils, 278 mainstream teachers, 346 special needs learners and 169 special needs teachers. Sources of data were a questionnaire, an interview schedule, an observation schedule and Focus Group Discussions. Data analysis involved the thematic approach, descriptive statistics and t-test. The study concludes that primary schools in Arusha Region had diverse types of special needs learners. While the most prevalent special need learners were those with the intellectual challenges, the schools had several other types of special needs learners such as the autistic learners, the hearing impairment learners, the visual impairment learners, the physical impaired and those learners with albinism. Both teachers and pupils considered the nature, scope, and orientation of teacher training and preparation as effective. The study recommends that school systems needs to address the various types of special needs learners according to their intensity. The admission of special needs learners should begin with examination of the learners’ needs for appropriate placement. Finally, the ministry of education needs to provide continuous education and professional development programs not only to special education teachers but also to regular teachers who also need to gain deeper knowledge on how to deal with  contemporary issues that relate to special needs education.