Implementation of inclusive education in Tanzania secondary schools: placements and supports for students with disabilities

ABSTRACT

This paper examined placements and supports for students with disabilities (SWDs) in inclusive secondary schools in Tanzania. Two research objectives were addressed in this study: (i) to analyse placements of SWDs in inclusive secondary schools and (ii) to find out support and supporting procedures for SWDs in inclusive secondary schools. Data were collected from 42 participants through interviews and focused group discussions and were analysed thematically. Findings indicated that there was one approach of least restrictive placement that was divided into two: least restrictive regular classrooms and least restrictive classrooms with resource rooms. While students with physical impairment were comfortable and happier in least restrictive regular classrooms, students with hearing impairments preferred least restrictive with resource room placement. Findings indicated different supports such as emotional, spiritual, social, materials/tangible things as well as academics. Revision of screening criteria for SWDs to ensure efficient and appropriate placement is recommended.

KEYWORDS:

• Inclusive education
• students with disabilities
• least restrictive placement
• most restrictive placement

Sustainable Development Goals:

• SDG 4: Quality education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emanuel Ismael Maphie

Dr. Emanuel Ismael Maphie is a lecturer in Psychology and Education in the Department of Sociology and Anthropology at the University of Dar es Salaam. He holds a degrees of Bachelor Education in Educational Psychology, master of Arts in Applied Social Psychology and a PhD in Education (Inclusive education). He has researched extensively in the field of inclusive education and is teaching in the same.