Assessing factors influencing teaching and learning process of pupils with intellectual disability in Tanzanian primary schools: A Case of Dar es Salaam Region

The purpose of this study was to assess factors influencing the teaching and learning process of pupils with intellectual disability. It focused on types of teaching and learning facilities and materials available in schools/units; and teaching and learning strategies/methods employed by teachers to facilitate the pupils’ learning, and the challenges encountered by teachers while teaching such pupils. A case study was used to explore and describe factors influencing the teaching and learning process of pupils with intellectual disability by employing a combination of qualitative and quantitative approach. This study was conducted in Dar es Salaam region by involving a sample of 85 respondents who included: District Education Officers, Heads teachers of special schools as well as regular primary schools, special needs education teachers and heads of special needs education units. The data collection instruments included questionnaires, observation guidelines, interview schedules and a documentary review guideline. The collected data were analysed both qualitatively and quantitatively. The study indicates that there is shortage of facilities/equipment and materials necessary for teaching pupils with intellectual disability in schools. Furthermore, the teaching environment is unconducive and the teachers are forced by circumstances, to use ineffective teaching strategies/methods. The study recommends provision of teaching and learning facilities/equipment and materials to schools for pupils with intellectual disability to enable effective teaching. It further recommends improvement of the teaching and learning environment including school infrastructure to make it special-needs-friendly and thus, facilitate effective learning of pupils with intellectual disability.