Factors that Affect Academic Performance of Students Living with Disabilities in Inclusive Schools in Tanzania: The Case of Temeke District Inclusive Schools

Abstract

The purpose of the study was to investigate on the factors leading to poor academic performance of children living with disabilities in inclusive schools in Temeke District, Dar es Salaam Region. A sample of 259 students and 67 teachers from both primary and secondary schools was obtained through stratified, simple random and purposive sampling techniques. Both secondary and primary data was collected through documentary search for secondary data; interview, Focus Group Discussion and Observation methods were used for primary data. Data was analyzed both qualitatively through content technique and quantitatively through SPSS Programme for providing percentages. The findings revealed that the government has both provided a policy that aims to ensure equal access to quality education for children living with disabilities and related guidance to ensure these children are not isolated in learning process, hence the introduction of inclusive schools. The government has provided hearing gadgets, brailles, typing machines, walking sticks, books and related materials and teachers have been trained to teach and handle such children. However, the buildings are yet to be renovated to cater for the students with special needs especially the removal of steps, creation of classrooms with ample space, special toilets; train adequate teachers, increase books and teaching aids; improve teaching methods to become friendly; increase assistive gadgets and other facilities and specific to their needs. Lack of necessary requirements was closely related to the poor academic performance among children with disabilities. It is recommended that; the government should adhere to its policy on disability education goals of providing equal opportunities and quality education to people with disabilities. Therefore, it should provide adequate funds to renovate infrastructure in inclusive schools, procure proper assistive gadgets and adequate instructional materials, train all teachers in inclusive schools to handle the students.