Teachers’ attitudes towards inclusive education in regular primary schools in Tanzania.
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The main purpose of this study was to investigate regular primary school teachers’ attitudes towards inclusive education in regular primary schools in Tanzania. It was a qualitative study design, aimed at: first, to explore regular primary school teachers’ knowledge and understanding of the concept inclusive education; second, to examine regular primary school teachers’ feelings towards teaching students who face barriers to learning and participation in regular schools and third, to investigate regular primary school teachers’ ability to create inclusive cultures and evolve inclusive practices in the regular school. Those three specific objectives reflected the three components of attitudes whereby the first objective assessed cognitive components, second affective and third behavioural component. Purposive sampling technique was used to select two regular primary schools from one of the administrative regions found in Northern Tanzania. The sample included 10 regular primary school teachers (five teachers from each school). Data were gathered through personal interviews and non-participant observation methods. Furthermore, data of this particular study were subjected to transcription as well as thematic analysis. The study findings were presented in relation to the main themes, categories and direct statements of the responses of the participants so as to maintain the flavour of the original information This study showed that regular primary school teachers who participated in this study have limited knowledge about inclusive education. The findings also revealed that regular teachers have negative feelings towards teaching students who face barriers to learning and participation. Furthermore the study showed that regular primary school teachers have low ability to create inclusive cultures and evolve inclusive practices in the regular settings. Based on those findings the study concluded that regular primary school teachers who participated in the study have negative attitudes towards inclusive education. During the process of data analysis and categorization of the themes, the findings revealed that there are some factors which contribute to regular teachers’ negative attitudes towards inclusive education. Those factors are: lack of inclusive training, low salaries, and lack of motivation, shortage of teachers, lack of enough teaching and learning materials, lack of government support and poor support from parents and the community at large. Based on the study findings the investigator recommended that Ministry of Education and Vocational Training (MoEVT) should provide inclusive education to all regular primary schools teachers through in-service training, and inclusive education should be included in the curriculum of general teachers’ education. Teachers’ salaries should be equivalent to their work load. Government in turn should provide support to the regular teachers in term of relevant and enough teaching and learning resources and advice. Furthermore parents and the community at large should provide enough cooperation and cooperation to teachers.
Mastergradsoppgave i tilpasset opplæring, Avdeling for lærerutdanning og naturvitenskap, Høgskolen i Hedmark, 2015. Master in Adapted Education. Faculty of Education and Natural Sciences. Hedmark University College, Spring, 2015.