Towards Schools for All: Examining the Implementation of Inclusive Education in Tanzanian Primary Schools

Abstract

This paper is based on a qualitative case study design, guided by the social model of disability and Child-Friendly School Model to investigate the implementation of inclusive education in selected primary schools in Kinondoni district. The main argument of the study was that although it is over 25 years since Tanzania ratified the Salamanca Statement and Framework for Action to move towards inclusive approaches, the majority of learners with Special Educational Needs (SEN) are not yet enrolled in school and even those who are sent to school do not remain in school. The study intended to illuminate the reasons behind this situation. Purposive sampling was used to select 60 participants including 44 special education teachers from eight inclusive schools (3 from five government schools and 10 from three private schools), three school owners, and 12 parents of learners with learners with SEN.Through observation and interviews with school owners, parents and teachers, data was analysed thematically revealing that mainstreaming learners with learners with SEN into formal schooling was not a simple trouble- free operation. Rather, it is a complex phenomenon that poses pedagogical challenges.  Each child has unique educational needs given the type and severity of the disability. The degree of success entails a number of factors including availability of specialized teachers, adequate funding, variety of support services and conducive school infrastructure which are not readily available in a developing country context like Tanzania. The study calls for multisectoral approach and a shared commitment among policymakers