An Investigation on Implementation of National Inclusive Education Strategy in Primary Schools in Morogoro Municipality, Tanzania

This study investigated the implementation of the national strategy on inclusive education in Tanzania in Morogoro Municipality’s primary schools. The study traced the enrollment and completion rates for students with special needs in primary schools, assessed the availability of support services to students with special needs, and examine the availability and adequacy of teaching and learning materials for students with special needs in primary schools. The study was qualitative in nature in which a total of 102 respondents participated in the study. Out of 102 respondents there were 1 District Education Officer; 9 head teachers; 18 teachers; 12 parents; 45 children without disabilities and 12 children with disabilities. Findings indicated that national inclusive education strategy needed trained teachers and preparedness for teaching children with disabilities enrolled in regular classrooms. The study identified the challenges towards implementation of inclusive education and suggests the strategies to successfully implement of inclusive of education in primary schools. Stakeholders also had a view that schools needed attractive and conducive environment, adequate materials and good infrastructure. Inclusive education demands teacher to meet the needs of students with disabilities in a regular classroom. Thus, the success of inclusive education rests on quality teacher preparation; quality teaching materials and environment gearing towards inclusive education. The study therefore, recommends further study to find out major factors that hinder successful implementation of national inclusive education in primary schools.