Inclusive education in Tanzania: assessing teachers’ knowledge, challenges, and strategies in managing children with disabilities in public primary schools
| dc.contributor.author | Samwel, Lilian | |
| dc.date.accessioned | 2024-03-14T18:52:35Z | |
| dc.date.available | 2024-03-14T18:52:35Z | |
| dc.date.issued | 2023 | |
| dc.description | Dissertation ( Education in Management and Administration) | |
| dc.description.abstract | This study investigated the current state of inclusive education in Tanzania by examining teachers’ knowledge, challenges, and strategies in managing children with disabilities (CWDs) in inclusive public primary schools. Through a qualitative approach and a case study design, the research assesses teachers’ knowledge in managing CWDs, assesses the challenges they encounter, and uncovers strategies to overcome these challenges. This study was guided by the contact theory. Thematic analysis was used to develop codes, meanings, and patterns from the transcribed interviews based on the studys’ objectives. A purposive non-probability sampling technique was used to select three schools from three wards. Ten participants were involved in each selected school. The findings reveal that teachers demonstrate some awareness of inclusive education, but their knowledge is limited. The challenges faced by teachers in managing CWDs within inclusive settings include a lack of specialized training, inadequate teaching and learning materials, and negative attitudes from both teachers and parents. To address these issues, it was recommended that the government to provide professional development to teachers concerning inclusive education in all public primary schools. Besides, to ensure the fostering of positive attitudes towards children with disabilities. By implementing these recommendations, Tanzania can promote inclusive education practices and create more supportive and inclusive learning environments for children with disabilities in public primary schools. | |
| dc.identifier.citation | Samwel, L. (2023). Inclusive education in Tanzania: assessing teachers’ knowledge, challenges, and strategies in managing children with disabilities in public primary schools. (Master's Dissertation) The University of Dodoma | |
| dc.identifier.uri | https://repository.udom.ac.tz/handle/20.500.12661/4304 | |
| dc.language.iso | en | |
| dc.publisher | The University of Dodoma | |
| dc.subject | Inclusive education | |
| dc.subject | Education and disabilities | |
| dc.subject | Children with Disabilities | |
| dc.subject | Teacher's knowledge | |
| dc.subject | Disabilities management | |
| dc.title | Inclusive education in Tanzania: assessing teachers’ knowledge, challenges, and strategies in managing children with disabilities in public primary schools | |
| dc.type | Thesis |