Teachers’ attitudes towards pupils with disabilities and their influence in teaching and learning process on inclusive primary schools: A Case of Temeke Municipality
| dc.contributor.author | Mng’ong’o, Tekla | |
| dc.date.accessioned | 2020-05-01T09:36:52Z | |
| dc.date.available | 2020-05-01T09:36:52Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC4019.T34M58) | en_US |
| dc.description.abstract | The study investigated teachers' attitudes towards pupils with disabilities and their influence on teaching and learning process in inclusive primary schools. Specifically, the study investigated how teachers’ attitudes towards pupils with disabilities influence them in selecting and using teaching aids and methods as well as the manner in which they evaluate the teaching and learning process in primary inclusive schools. A case study strategy was used to collect data through interviews, documentary reviews and observations from all nine inclusive schools in Temeke Municipality. The sample involved inclusive teachers, pupils with disabilities (PWD) and pupils without disabilities (PWOD). Data were grouped into various classes in form of categorical variables and analysed through content analysis. Findings revealed that teachers in inclusive schools had negative attitudes towards pupils with disabilities. Their attitudes influenced them on selecting and using teaching aids and methods plus ways of evaluating pupils in inclusive classes. The teachers used inappropriate and insufficient teaching aids and methods together with ineffective procedures of evaluating inclusive classes. The most frequently used methods were lectures and question/answer teaching methods. Evaluation was done in a manner that pupils with disabilities were not involved and considered, leading to some pupils with disabilities getting answers from other pupils during tests and examinations.Based on the findings, it was recommended that the Ministry of Education and Vocational Training should introduce programmes for intensive training of inclusive teachers to enable them build up positive attitudes towards PWD and learn proper ways of selecting and using teaching aids and methods for teaching and evaluating inclusive classes. Further studies should be conducted to investigate how peer groups can be utilised to improve participation of pupils with mild disabilities in public schools for meaningful learning. | en_US |
| dc.identifier.citation | Mng’ong’o, T (2012), Teachers’ attitudes towards pupils with disabilities and their influence in teaching and learning process on inclusive primary schools: A Case of Temeke Municipality,Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/10657 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam, | en_US |
| dc.subject | Handicapped children | en_US |
| dc.subject | Teachers attitude | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Temeke Municipality | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Teachers’ attitudes towards pupils with disabilities and their influence in teaching and learning process on inclusive primary schools: A Case of Temeke Municipality | en_US |
| dc.type | Thesis | en_US |