Browsing by Author "Pembe, Alphoncina"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Teaching and learning practices for pupils with disabilities in inclusive primary schools in Tanzania
    (University of Dar es Salaam, 2008) Pembe, Alphoncina
    This study investigated classroom teaching-learning practices for pupils with disabilities in inclusive primary schools in Tanzania. Specifically, the study examined the classroom arrangement for pupils with disabilities, examined teaching-learning strategies, assessed the availability and use of materials for teaching and learning of pupils with disabilities, and investigated the problems teachers faced in teaching disability-inclusive classes. The study was conducted in the Dar es Salaam Region. The study employed an explorative qualitative design. Five inclusive primary schools and 61 participants were involved in the study. Data were collected through classroom observation, semi-structured interviews, and documentary review. The findings revealed that most of the pupils with disabilities sat specifically in the appropriate positioning in the front which allowed them to learn comfortably. Teachers' use of specific teaching-learning strategies for pupils with specific types of disability was low. It was revealed that teaching-learning materials for pupils with disabilities were not sufficiently available and some were not user friendly. Problems that teachers faced in the inclusive schools were their lack of skills to teach pupils with disabilities and the huge amount of work they had due to the large number of pupils in the classroom. It was concluded that teaching and learning in inclusive classrooms seemed to be ineffective and so there is a need for government to check this situation. It was recommended among other things that inclusive primary schools need to establish teachers team teaching between teachers in inclusive schools and those in the special schools. Also the school administration should take initiatives to raise and/or acquire funds from stakeholders for purchasing teaching-learning materials for children with disabilities. Moreover, this study was limited to investigating teaching-learning practices that took place within the classroom. There is a need to carry out a broader study so as to capture the overall situation in relation to teaching-learning in inclusive schools.