Expanded environment and effective classroom management of pupils with intellectual disability: case of selected Public Primary Schools in Temeke municipal

This study was intended to investigate how expanded enrolment in primary education has affective classroom management of pupils with intellectual disability in selected public schools in Temeke municipality. Specifically, the objectives of this study were; to investigate the effect of expanded enrolment on the availability of resources for classroom teaching and academic performance of the pupils with intellectual disability; and to examine how the available school physical infrastructures affect classroom teaching and management of the pupils with intellectual disability ; and to examine how the available school physical infrastructures affect classroom teaching and management of the pupils with intellectual disability in public primary schools in the context of enrolment expansion. Both qualitative and quantitative approaches were used for data collection and analysis. Semi-structured interview, questionnaires, observation and documentary review were used as a means for data collection. The population study included the district education officers, primary school head teachers with inclusive streams, teachers of the inclusive classrooms. Both simple probability and purposeful sampling techniques were used to obtain sample members. The findings showed that expanded enrolment had adverse effect on the effective classroom management for the children with intellectual disability in public primary schools in Temeke Municipality. Two schools out of four had large number of less qualified teachers to teach pupils with intellectual _disability where classroom management and pupils' academic performance were significantly poor. There was little chance for teachers to attend further training courses except for very few who were sent to attend courses arranged locally by schools. In addition, teaching and learning materials for inclusive classrooms were not adequately available. Generally speaking, the enrolment of pupils with intellectual disability was expanding especially with pressure and campaigns through PEDP. Physical infrastructures such as classrooms were not adequately established and those available were not planned to accommodate smooth teaching and learning for inclusive classrooms. It was, therefore, concluded that inclusive classrooms in primary education suffered the consequences of financial budgets neglet, lack of professional trained teachers and resources for effective teaching. Classroom environment in inclusive schools were not in favour of pupils with intellectual disability. As a result, professionally unqualified teachers cannot manage inclusive classroom and ensure effective teaching and learning. Fundamental skills on how to handle classroom activities and behaviours are crucial teachers.