Maphie, Emanuel Ismael2020-04-152020-04-152018Maphie, E. I, (2018). Advantages and disadvantages of educating students with disabilities in Tanzania secondary schools inclusive education settings. Doctoral dissertation, University of Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/9462Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1200.T34M363)This qualitative research employed phenomenological approach to explore and establish advantages and disadvantages of educating students with disabilities (SWDs) in Tanzanian secondary schools inclusive education settings. A total of sixty-one respondents, including thirty-two students, sixteen teachers, six parents, four heads of schools as well as three DEOs were purposively selected to participate in the study. Four specific objectives of the study were to: (a) analyse placements and support for SWDs in inclusive education settings (b) find out advantages of educating SWDs in inclusive education settings (c) assess the disadvantages attained in the SWDs in inclusive education settings (d) establish views of inclusive education stakeholders towards Tanzanian secondary school inclusive education settings. Open-ended interviews, focused group discussions, observations and documentary review were used as methods to gather data for the study. The findings showed various advantages for SWDs in Tanzania secondary school inclusive education settings which include academic, social as well as tangible advantages. The study noticed that academic, environmental, attitudinal and financial disadvantages were experienced by SWDs in inclusive education settings. Further, the findings indicated that SWDs were placed in the least restrictive regular classrooms and least restrictive with remedial classes. Lastly, the research findings reflected various views from different education stakeholders on secondary school inclusive education settings. Students with and without disabilities had positive views towards inclusive education settings despite the fact that they had some reservations for improvement. There were two different views from teachers. Those trained in special needs education were positive and confident in handling students in inclusive education classrooms while those trained in general educations had negative views and were not ready to teach in inclusive education classrooms. Heads of schools as well as DEOs were happy that inclusive education is progressing positively despite several challenges facing the approach. On the side of parents, those with children with disabilities were positive towards inclusive education settings and found it appropriate to include their children with those without disabilities in one classroom. Parents of children without disabilities had negative views and were against inclusive education. They viewed it as unrewarding to their children. These parents also showed weak participation and cooperation in financing education for their children in inclusive education settings. In light of the findings, the researcher came up with a number of recommendations including modification of school infrastructure to suit the needs of students with disabilities. Harmonization of sign language to establish a common standard version to be used all over inclusive education institutions in Tanzania was also recommended. Further, in-service training for teachers to update themselves on the changes that take place in the field of special needs education was highlighted by the participants. Future research directions in the field of inclusive education particularly in secondary schools were also recommended.enInclusive educationDisabilitiesSecondary schoolTanzaniaThesis