Teachers’ Practice In Diverse Classrooms And Inclusive Education; A Case Of Selected Secondary Schools In Tabora Municipal

ABSTRACT

This phenomenological case study documents teachers‟ perception and practice of inclusive education and the barriers they encounter in twelve public secondary schools in Tabora municipality. The study is framed with socio-cultural theory and paradigm shift model. Questionnaires, structured interview schedule and focus group discussions with teachers elicited data on: teachers‟ perception; strategies they use; and the challenges they encounter as they practice inclusive education in diverse classrooms. Observation checklist elicited data on: practice of inclusive education in the selected secondary schools in Tabora municipality. The research demonstrates that these teachers confronted significant challenges in practicing inclusive education in their classrooms. Three themes emerge from teachers‟ practice of inclusive education in secondary schools: Teachers practice in diverse classrooms; strategies do teachers use to teach diverse classrooms and barriers facing teachers in inclusive secondary schools. The study recommends concerted efforts of key educational stakeholders to campaign on importance of inclusive education in secondary schools. Other recommendations include teachers be trained on inclusive education and schools be equipped with adequate resources for effective implementation of inclusive education in secondary schools.