Browsing by Author "Kayagula, B"

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Implementation of inclusive education programme in public primary schools in Uvinza District Council in Tanzania
(Mzumbe University, 2019) Kayagula, B
The implementation of inclusive education programmed in some areas has been reported very challenging. This has caused some of public primary schools to have low enrolment of children with disabilities (CWDs). With this regard, this study aimed at examining the extent to which inclusive education programmed has been implemented in Public primary schools to ensure that children with disabilities are enrolled and have access to education in Uvinza District Council. The study was designed to; ascertain the presence of infrastructures and facilities, determine the level of teachers’ preparedness, identify the approaches used by schools to identify and enroll children with disabilities and assess parents’ attitude on inclusion of children with disabilities in public primary schools. Mixed Methods Research approach and descriptive research design was used to guide this study. A sample size of 121 respondents from teachers, head teachers, parents and district education officer for special needs education was used. Interview, questionnaire and observation methods were used to collect primary data while documentary review was used for secondary data. The study found that amongst the selected public primary schools had no improved infrastructures and facilities to accommodate children with disabilities. Majority of teachers (88.1%) had no professional skills and lacked trainings to respond to CWDs. The approaches used by schools to identify and enrolls children with disabilities varied from one school to another. Most of parents are aware that children with disabilities are supposed to be placed in inclusive schools although they still doubt if CWDs can learn effectively with non-disabled children. Therefore, the study recommends that; Central government should prepare a special budget for supporting implementation of IEP. LEAs should seriously take into account in supporting those schools to have improved infrastructures, facilities, well trained teachers and mobilized community members, and build special canters for children with severe disabilities.