Attitude And Practice Of Primary School Teachers Towards Children With Disabilities Being In Inclusive Classrooms In Tanzania The Case Of Kondoa District

ABSTRACT

The purpose of this study was to investigate the attitude and practice of primary

school teachers towards children with disabilities being in inclusive classrooms in

Tanzanian schools. The objectives of these was to find out primary school teachers`

attitudes towards children with disabilities being in inclusive classes; to find out

teachers ways of working in inclusive classes and to identify the way teachers treat

children with disabilities in inclusive classes.

A case study design was employed in this study with qualitative research approach

with a total of 84 respondents. The data collection instruments used included

interview, observation and focus group discussion. Data were analyzed using

thematic content analysis method. The study revealed that most of the teachers had

negative attitudes towards children with disabilities being in inclusive classes. But a

few of them were found to be positive with the students. The teachers’ attitudes

depended on whether they had or not attained training in special needs education.

Based on the study findings, the study recommended that regular teachers who are

teaching in inclusive classrooms should be given special training to help them

understand how to handle children with disabilities. Again, education authorities

need to organize seminars or in service training to enhance the teacher’s knowledge

and expertise. The training needs to be conducted by specialist teachers around the

schools. The government ought to facilitate the training.

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