Inclusive Education

Challenges Experienced in Inclusive Education among Secondary Schools in Temeke District, Tanzania

Leave a Comment / Vol 5, Issue 1 /

Authors: Bertha Losioki (The Mwalimu Nyerere Memorial Academy, Tanzania) and Christer Ngowoko (The Mwalimu Nyerere Memorial Academy, Tanzania) Abstract: This study investigated about challenges experienced in inclusive education among secondary schools in Temeke District, Tanzania. The study used the triangulation research design, where data emerged from an interview schedule, a questionnaire and the observation schedule. […]

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Experiences of Learners with Mathematics Learning Difficulties in Regular Classrooms in Malawian Secondary Schools

Leave a Comment / Vol 4, Issue 6 /

Authors: Hajira Blamu Mitumba (Mzuzu University, Malawi) and Grames Wellington Chirwa, PhD (Mzuzu University, Malawi) Abstract: The purpose of this study was to establish the experiences of learners with mathematics learning difficulties in regular classrooms in Malawian secondary schools. The study embraced the qualitative approach and it was conducted in the Central West Educational Division

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Teaching Models Used and Challenges Experienced in Secondary School Classes with Special Needs Learners in Tanzania

Leave a Comment / Vol 3, Issue 6 /

Author: Eugen Mtemi Philip, PhD (Archbishop Mihayo University College of Tabora) Abstract: This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven

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Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District

Leave a Comment / Vol 3, Issue 6 /

Author: Kristofa Z. Nyoni (Ruaha Catholic University, Tanzania) Abstract: The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was

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