Teachers’ competency in handling pupils with disabilities in inclusive primary schools in Tanzania

In Tanzania, just like in any other countries in the world, children with disabilities have become increasingly included into general education at primary school level. This study examined teachers’ competency in handling pupils with disabilities in inclusive primary schools in Tanzania. Specifically, the study explored strategies employed by teachers to incorporate pupils with disabilities in inclusive classrooms, examined the teachers’ views on the adequacy of the training they acquired from training colleges with regard to handling pupils with disabilities in inclusive schools, and explored the general attitudes of teachers and pupils towards inclusive education at primary school level. A descriptive survey design that combined qualitative and quantitative research approaches was employed for the study. Purposive, stratified and random sampling procedures were used to select a sample of 148 participants in the study. Semi structured interviews, observation, focus group discussions, and questionnaires were used for data collection.The study reveals that methods and strategies employed by teachers in inclusive classrooms were inappropriate. Teachers in sampled schools employed mainly question and answer, and lecture methods during their instruction in the inclusive classrooms. The methods employed were typically not accompanied by specific strategies to meet the specific needs of the pupils with disabilities in classroom to incorporate them. The study also reveals that the training teachers acquired from training colleges are inadequately preparing them to handle pupils with disabilities in inclusive schools. Moreover, the study reveals general positive attitudes of respondents towards inclusive education at primary school level. In particular, results reveals that majority of respondents were in agreement that inclusive education is a better way of meeting the needs of all pupils, and that it is a desirable policy at primary school level. The study recommends review of the current training policy of primary teacher education programme in order to incorporate a wide range of content and skills relevant to inclusive education. Moreover, there is need to prepare an in-service training manual for teachers and hold workshops with teachers to familiarize them with strategies appropriate to use for teaching pupils with disabilities at primary school level. The study recommends that policy makers at MoEVT should develop relevant, specific, supported by with resources allocation as well as enforceable policy in inclusive education. Media campaigns should be carried out to generate public awareness on the importance of inclusive education. A similar study to ascertain the situation of primary teacher competency for inclusive education to a wider area is recommended.