Climbing up the Challenging Hill from Exclusion to Inclusion: Teachers and Administrators’ Attitudes towards Integration in Tanzanian Primary Schools

Abstract

This study looked at the attitudes of regular and special education teachers towards school integration of children with special educational needs in Tanzanian primary schools. Specifically, the study aimed at finding out if length of service and teaching experience affected teachers’ attitudes. In addition, the study examined the differences in teachers’ attitudes when different disabilities are involved. A total of 288 respondents were involved in this study. The results showed that most respondents had positive attitudes, although the majority from every category did not support the idea of educating gifted, normal and mentally retarded children in the same class. Analysis of variance (ANOVA) was used to determine whether there were differences in attitudes towards integration among teachers according to their length of service and experience. The results revealed that number of years of service had no significant effect on respondents’ attitudes. In addition, Scheffe test was used to determine whether respondents’ attitudes differed towards children with different disabilities. Scheffe test results revealed that there was a statistically significant difference between general education teachers and special education teachers on attitudes towards deaf children being in regular classrooms. General education teachers were more positive than were the special education teachers. It was concluded that there is need for intervention strategies that are focused on changing teachers’ attitudes towards integration, if success is to be achieved.