Teachers Attitudes Towards the Provision of Inclusive Education in Chake Chake District Zanzibar

This is a result of findings of teachers attitude towards the provision of Inclusive Education in primary schools in Zanzibar. The study was conducted to find out the teachers attitude towards the provision of Inclusive Education in Primary School in Zanzibar. The general object of the study was to explore the teachers attitudes towards the provision of inclusive education in primary schools in Zanzibar and specifically, it intend to examine teachers feeling when teaching students with disabilities, to find out teacher perception towards learners with disabilities in inclusive setting and to find out how teachers manage to teach students with different disabilities. The sample size was 160 respondents that were selected by purposeful sampling and data was analyzed qualitatively. The tools used to collected data were questionnaires, in-depth interview, observation, focus group discussion and documentary review. The major findings of the study were specialist teachers in inclusive education schools have positive attitudes while untrained teachers have negative attitudes, the learning environment was not conducive to all learners, in the schools there was a high shortage of facilities and the classes were overcrowded. The study concluded that pupils with special educational need did not enjoy their life at school due to the prevalence of discriminatory attitudes and unfriendly school environment. The study recommended that, the government should ensure ongoing educational reform and programme taking place in the country should consider the needs of the students who are in inclusive schools, teachers to attend courses on inclusive education, to improve supply of teaching and learning materials and other facilities and the infrastructure should consider the needs of pupils with disabilities.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Hamad, Hamad Othman

• 370 Education

Language dc:language

en