Teachers’ knowledge on identifying and accommodating children with disabilities in primary schools in Tanzania

The present study explored teachers’ knowledge in identifying and accommodating particular the study children with disabilities in primary schools in Tanzania. In particular the study Assessed teachers’ knowledge on identifying children with disabilities in primary schools and explored approaches teachers use to accommodate children with disabilities in primary schools. In addition, the study identified challenges faced by teachers when identifying and accommodating children with disabilities. Moreover, the study identified strategies teachers created and used to overcome the addressed challenges. The study was conducted at Rungwe District in Mbeya region. It employed qualitative research approach where multiple case studies design was used. A total of 12 participants were involved in the study and Purposive and Systematic sampling techniques were used to select participants. Data were collected via focus group discussion, interview, documentary review and direct observation methods. Data obtained were analyzed by using thematic analysis. Findings indicated that teachers had little knowledge in identifying children with disabilities in primary schools. Nevertheless, majority of primary school teachers used different approaches such as arranging children with low vision and hearing disability in front of the class, and using peer to peer support to create close friendship in order to accommodate children with disabilities in school environment. Moreover, teachers were facing several challenges in working with children with disabilities such as lack of knowledge, unfriendly working environment and inadequate T/L materials. Furthermore, teachers familiarized with the environment in order to overcome the challenges. The study concluded that majority of teachers lack knowledge of identifying and accommodating children with disabilities in primary schools in Rungwe District. The study recommended that there is a need to review and reform pre-service teachers’ training programs and its curriculum so as to carter the challenges facing teachers on working with children with disabilities.