Scholastic achievement of learners with disability: the influence of organization of learning in the inclusive primary schools
| dc.contributor.author | Mohamed, Mwajuma | |
| dc.date.accessioned | 2019-09-03T06:54:56Z | |
| dc.date.available | 2019-09-03T06:54:56Z | |
| dc.date.issued | 2012 | |
| dc.description | Dissertation (MA Education) | en_US |
| dc.description.abstract | This study investigated the organization of learning that led to the scholastic achievement of learners with disabilities in inclusive primary schools. The study involved seven purposely selected inclusive primary schools situated in Mtwara region. A total of 123 respondents were involved which included seven head-teachers, 21 teachers, 10 parents, six district education officers, 37 learners with disability and 42 learners without disability. The study employed both quantitative and qualitative research approaches. Data were collected through observations, interviews, documentary review and Focus Group Discussion (FGD). Numerical data were analyzed by using SPSS programme; qualitative data were subjected to content analysis. Findings revealed that schools with high organizational efficiency of learning performed better in scholastic achievement of the learners with disability. It was found that schools with qualified teachers, better provision of special services, frequent organization of extensional activities with adequate peer and parental cooperation realized scholastic achievement of the learners with disabilities. Based on the findings, the study recommends a bottom-up approach to the stakeholders – teachers, officials, educationists and the government. First and foremost, the headteachers should make frequent visits to the classroom and hold consultations with the teachers, and the district educational officers should make frequent visits to the schools and hold discussions with the head-teacher to ensure proper organization and adoption of methods of teaching. Secondly, the educationists and policy-makers should create a positive environment for practicing the learner-centered approach in teaching. The Ministry of Education and Vocational Training should allocate funds on priority basis to increase the support services for the learners with disability and make provisions for regular in-service training for teachers to use the learner-centered approach effectively in the classroom. | en_US |
| dc.identifier.citation | Mohamed, M. (2012). Scholastic achievement of learners with disability: the influence of organization of learning in the inclusive primary schools. Dodoma: The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1453 | |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Scholastic achievement | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Inclusive primary schools | en_US |
| dc.subject | Mtwara region | en_US |
| dc.subject | Disabled pupils | en_US |
| dc.subject | Learning disabilities | en_US |
| dc.subject | Disabled learners | en_US |
| dc.title | Scholastic achievement of learners with disability: the influence of organization of learning in the inclusive primary schools | en_US |
| dc.type | Dissertation | en_US |