The Public Primary School Teachers’ Perceptions on Inclusive Education. The case study of selected Public Primary School in Moshi Municipality

The fundamental purpose of this study sought to investigate on the Public primary \nschool teachers perceptions on inclusive education in Kilimanjaro municipality, \nTanzania. The specific objectives of the study were, to explore the perceptions of \nteachers on inclusive education, to assess the practice of Inclusive Education in \nPublic Primary School, and to examine the challenges that teachers face as they \nimplement inclusive education. The study employed a case study research design, \nwhere four public primary schools were selected as a case study. Moreover, a \nQuantitative and Qualitative approach was used in this study. Purposive and simple \nrandom sampling procedures were used to sample the respondents. The study \nconsisted of 50 respondents who included four teachers, 16 teachers and 30 students \nfrom the four public primary schools. Data were collected through questionnaires, \nobservation, and interviews. It was found that public primary schools teachers had \npositive perceptions on inclusive education in general, and negative perceptions \ntowards inclusion of students with mental or intellectual disabilities especially the \nteachers have not been trained in special needs education. The study recommended \nthat students with mental disability should be in separate class in learning and \nteaching process. Moreover, the Ministry of Education and Vocational Training \nshould ensure that primary schools environments are friendly to all students, \nincluding those with various disabilities in the process of implement inclusive \neducation.