THE LIVED EXPERIENCES OF SPECIAL EDUCATION TEACHERS ON IMPLEMENTING INCLUSIVE EDUCATION IN SELECTED PRIMARY SCHOOLS IN TANZANIA

Abstract

The current study investigates lived experiences of special education teachers on implementing inclusive education in selected primary schools in Tanzania. Strategies used to build the capacity of the inclusive teachers and the  challenges such teachers face  in implementing the curriculum were examined. Thirty  respondents were selected for the study. Data were collected through the interview and observation method. Data were coded and analysed through content analysis.The findings reveal that special education teachers attended trainings through workshops and seminars as means to enhance their knowlege and skills. These strategies helped them to know how to implement inclusive education. However, inadequate number of teachers, shortage of teaching facilities, curriculum challenges, large class size, lack of pedagogical skills and presence of students with multiple disabilities were reported as hindering factors for effective implementation of inclusive education. As such, there is a pressing need to increase the number of special educaction teachers, procure adequate teaching and learning facilities and offer continued support through specific and broad trainings using modern technologies.