Pedagogical Strategies for Primary School Learners in Inclusive Settings: Experiences from Temeke Municipality, Tanzania

Abstract

In this study, the researcher explored the pedagogical strategies employed by teachers in inclusive classrooms to support primary school learners with learning disabilities in Temeke Municipality, Tanzania. The study employed the qualitative approach to explore complexities of inclusive education practices, using a multiple case study design, which facilitated the in-depth investigation of teaching practices across 13 inclusive primary schools. The target population for this study comprised 351 classroom teachers from whom a sample of 22 participated through semi-structured interviews. The analysis of data took place through the thematic approach. Based on the findings, the study concluded that effective pedagogical methods for learners with disabilities must be diverse and adaptable to address unique challenges. Through this approach, educators can create flexible learning environments that meet the individual needs of learners with special educational needs. Teachers’ ability to create inclusive, responsive classrooms is essential for promoting both academic and social integration. The study recommends that schools must prioritize curriculum modifications and differentiated instruction by adapting teaching materials, assessments and activities to meet diverse learning needs. Ongoing professional development for teachers is crucial, with a focus on inclusive education strategies, assistive technologies and differentiated teaching techniques.