Assessing effectiveness of in-service Teachers’ Professional Development Programme towards equity and inclusion in education for children with disability in Dodoma, Tanzania

Abstract

This study assessed the effectiveness of the in-service Teacher Professional Development Programme (TPDP) as an intervention to enhance Inclusive Education (IE) for Children with Disabilities (CwDs) in Dodoma, Tanzania. Specifically, it assessed teachers' diversity in knowledge, attitudes, and beliefs towards educating CwDs while striving for equity and inclusivity in mainstream classrooms. It explored the challenges in the implementation of IE to enhance equity and IE. The study found that the in-service TPDP led to an increase in teachers' knowledge and positive attitudes towards the inclusion of CwDs in regular classrooms, ensuring diversity and equity. Challenges hindering equity in the provision of IE include poor infrastructure, high numbers of children, and poor sanitation arrangements. Barriers preventing CwDs from going to school include distance and lack of transportation. The study suggests that further TPDP is needed for the identification and assessment of the learning needs of CwDs, especially those with learning difficulties.