Navigating the Path to inclusive Education in Primary Schools in Arusha Region, Tanzania: A Descriptive-Correlational Study on Key Implementation Factors

Abstract

This study navigated the path to inclusive education in primary schools in Arusha Region, Tanzania. The study used the descriptive correlational design. Out of the population of 14,881 stakeholders, the study had the sample size was 1,163 subject including 370 mainstream pupils, 278 mainstream teachers, 346 special needs learners and 169 special needs teachers. Sources of data were a questionnaire, an interview schedule, an observation schedule and Focus Group Discussions. Data analysis involved the thematic approach, descriptive statistics and regression analysis. While the running of inclusive education requires supporting tools and infrastructure, the schools did not have sufficient infrastructure and science and technology facilities to support the inclusive learning atmosphere. While primary schools had suitable classrooms, toilets, and playing grounds, the lighting, ventilation, and sound system were limited in quality. Based on the conclusions, the established shortcomings in infrastructure and technological equipment call for the school budget to include special education requirements. Finally, there is a need for schools to propagate appropriate cultural norms that cherish the value of humanity for both teachers and learners to respect special needs learners, providing necessary support for special needs learners to study comfortably without any discrimination.