Stakeholders’ conceptions on the implementation of inclusive education for learners with disabilities in kinondoni municipal primary schools
| dc.contributor.author | Eliamini, Elisiana | |
| dc.date.accessioned | 2020-04-21T12:57:43Z | |
| dc.date.available | 2020-04-21T12:57:43Z | |
| dc.date.issued | 2017 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1203.T34E44 ) | en_US |
| dc.description.abstract | This study explored Stakeholders’ Conceptions on the Implementation of inclusive education in primary schools in Kinondoni municipal primary schools. It employed a qualitative research approach. The specific objectives of the study were to: examine teachers’ views of inclusive education in primary schools; examine learners’ views of inclusive education in primary schools; identify parents’ views of inclusive education in primary schools; and identify challenges facing implementation of inclusive education in primary schools. The study used single case study design where four inclusive primary schools within Kinondoni Municipal council were purposively selected. Pupils with disabilities and their teachers, head teachers as well as parents and pupils with and without disabilities were purposively selected. Data were collected using interviews, observation, focused group discussion and documentation. The findings showed that most special education teachers teaching inclusive classes were satisfied with implementation of inclusive education while most of regular teachers admitted that it is difficult to implement inclusive education due to differences in understanding ability between learners with disability and learners without disability. Parents of learners with disability agreed that disability cannot affect their learner’s education as they can see some changes within them after being in inclusive education. Parents of learner without disabilities showed that they are satisfied with their children’s education in inclusive classroom settings. Learners with and without disabilities showed that they receive appropriate support from teachers during class in an inclusive classroom setting. Challenges revealed include lack of professional inclusive education teachers, special teaching and learning facilities and unfriendly teaching and learning environment. This study recommended, among others, that to the government need to procure and supply adequate to primary schools, and facilitate professional development of teachers to equip them with pertinent knowledge and skills on proper teaching and management of learners with disabilities. . | en_US |
| dc.identifier.citation | Eliamini, E (2017) Stakeholders’ conceptions on the implementation of inclusive education for learners with disabilities in kinondoni municipal primary schools, Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/9744 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam, | en_US |
| dc.subject | Inclusive Education | en_US |
| dc.subject | Kinondoni municipal primary schools | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Stakeholders’ conceptions on the implementation of inclusive education for learners with disabilities in kinondoni municipal primary schools | en_US |
| dc.type | Thesis | en_US |