Attitudes of teachers and pupils towards pupils with disabilities in inclusive primary schools in Dar es salaam, Tanzania
| dc.contributor.author | Malagila, Manawa | |
| dc.date.accessioned | 2016-06-03T22:18:09Z | |
| dc.date.accessioned | 2020-01-07T15:53:15Z | |
| dc.date.available | 2016-06-03T22:18:09Z | |
| dc.date.available | 2020-01-07T15:53:15Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study was set out to investigate attitudes of teachers and pupils towards pupils with disabilities in inclusive primary schools in Dar es Salaam region. It was carried out in Kinondoni and Temeke districts. The main objective of the study was to find out the attitudes of primary school teachers and pupils towards pupils with disabilities in inclusive primary schools in Dar es Salaam. This study employed descriptive survey design with both quantitative and qualitative approaches. Various techniques for data collection, ranging from questionnaires through interviews and focus group discussions were used. A total number of 174 respondents participated in this study. These comprised of 60 pupils without disabilities, 36 pupils with disabilities, 72 regular teachers and six head teachers of selected primary schools. Findings revealed that, generally, more teachers (65.3%) had positive attitudes and 34.7 percent had negative attitudes towards pupils with disabilities. Also, findings showed that there was a significant difference in attitudes among teachers according to training in special education, having person with disabilities in the family and age. Findings indicated more that there was no significant difference in teachers’ attitudes by considering sex, educational level and teaching experience. Furthermore, findings revealed that more pupils (53.3%) had positive attitudes towards peers with disabilities and 46.7 percent had negative attitudes. There was a significant difference in pupils’ attitudes with regard to having persons with disabilities in their families, and there was no significant difference in pupils’ attitudes by considering sex of pupils. Reasons for teachers’ positive attitudes comprised of humanity, experience of teaching and living with persons with disabilities and love to all children. Reasons for teachers’ negative attitudes included aggression, lack of experience and wastage of time to teach pupils with disabilities. Reasons for pupils’ positive attitudes were love and having a lot to learn from pupils with disabilities. Reasons for pupils’ negative attitudes included aggression, theft, academic under achievement and fear that disability is communicable. Data analysis was done through Statistical Package for Social Science (SPSS) and content analysis. It is concluded that positive attitude towards pupils with disabilities is important element that can foster a disposition to teaching and learning of pupils with disabilities. The study recommends that teachers and pupils should be more educated about disability. The government should train special education teachers and provide appropriate | en_US |
| dc.identifier.citation | Malagila, M (2010) Attitudes of teachers and pupils towards pupils with disabilities in inclusive primary schools in Dar es salaam, Tanzania master dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspx | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/2148 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Attitude | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Pupils | en_US |
| dc.subject | Disabilities | en_US |
| dc.subject | Primary school | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Attitudes of teachers and pupils towards pupils with disabilities in inclusive primary schools in Dar es salaam, Tanzania | en_US |
| dc.type | Thesis | en_US |