Utfordringer som lærere møter i implementering av inkluderende opplæring i grunnskoler i Tanzania. En kasusstudie av to grunnskoler i Tanzania.
MetadataVis full innførsel
This study aimed at assessing the challenges that teachers face in implementation of inclusive education in primary schools in Tanzania. Using Mbeya inclusive schools as a case study, it assesses the implementation of inclusive education in primary schools. The study identifies challenges that hinder the implementation of inclusive education to teachers. It uses both the principles of constructivist theory and system theory to unveil these challenges. The method of data collection employed in this study was qualitative which involved observations and interviews. The findings indicate that teachers implement inclusive education in schools in a very difficult environment which affects their work in one way or another. Teachers have tried to the best of their ability and within the available resources to implement inclusive education which has success to some level. Teachers have good cooperation among themselves and with the head teachers. Good cooperation helps them achieve their goal at the school level. However the study identified challenges that hinder the implementation of inclusive education. These include insufficient teaching and learning materials, lack of inclusive education among teachers, large number of students, unclear policies on inclusive education, lack of support from the government, lack of collaboration between teachers and parents, few number of teachers at the school, inadequate funds in supporting inclusive education and negative attitude of teachers and parents. Again the study proposed the way forward in order to overcome the mentioned challenges. This includes preparing seminars for teachers on inclusive education so that they can learn how to conduct inclusive classes. The government should monitor and evaluate the implementation of inclusive education and make available sufficient funding to support it. The government should involve teachers in decision making to guarantee the achievement of better results in inclusive education. The study recommends issues to be addressed in order to enhance the implementation of inclusive education in primary schools. These include educational policies should be improved and take full account of individual differences and situations. There should be an existence of a good cooperation among teachers, children and parents is necessary. There should be the provision of teaching and learning materials might be helpful for teachers in o rder to help learners with special educational needs. Teachers should accept students with learning barriers may help to achieve the goal of inclusion implementation. Parents and other members of the society should be provided with civic education about inclusive education in order to assist the schools effectively. There should be a revision of curriculum to make it flexible that is teachers should be given a room to use different ways that he or she can apply in teaching the students.
Mastergradsoppgave i tilpasset opplæring, Avdeling for lærerutdanning og naturvitenskap, Høgskolen i Hedmark, 2014. MASTERS IN ADAPTED EDUCATION SPRING 2014