The Public Primary School Teachers’ Perceptions on Inclusive Education. The case study of selected Public Primary School in Moshi Municipality

The fundamental purpose of this study sought to investigate on the Public primary school teachers perceptions on inclusive education in Kilimanjaro municipality, Tanzania. The specific objectives of the study were, to explore the perceptions of teachers on inclusive education, to assess the practice of Inclusive Education in Public Primary School, and to examine the challenges that teachers face as they implement inclusive education. The study employed a case study research design, where four public primary schools were selected as a case study. Moreover, a Quantitative and Qualitative approach was used in this study. Purposive and simple random sampling procedures were used to sample the respondents. The study consisted of 50 respondents who included four teachers, 16 teachers and 30 students from the four public primary schools. Data were collected through questionnaires, observation, and interviews. It was found that public primary schools teachers had positive perceptions on inclusive education in general, and negative perceptions towards inclusion of students with mental or intellectual disabilities especially the teachers have not been trained in special needs education. The study recommended that students with mental disability should be in separate class in learning and teaching process. Moreover, the Ministry of Education and Vocational Training should ensure that primary schools environments are friendly to all students, including those with various disabilities in the process of implement inclusive education.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University of Tanzania

Year dc:date.issued

2013

Author dc:creator

• Godwin, Anna

• 370 Education

Language dc:language

en