Perception of Pupils and Teachers on Strategies to Implement Inclusive Education in Public Primary Schools in Same District

Leticia Charles & Milka V. Otieno
The St John’s University of Tanzania
Email: leticiacharles76@gmail.com

Abstract: The study’s objective was to ascertain the perceptions of students and teachers regarding the methodologies employed in the implementation of inclusive education within public primary schools in Same District. The research was carried out in the Kisima, Hedaru, and Same Wards, encompassing three primary schools. The research utilized a case study design that incorporated a qualitative technique. The data collection process involved the utilization of interviews, direct observations, and a comprehensive evaluation of relevant documents. A purposive sampling technique was employed to choose a sample of 24 respondents, comprising teachers, education officials, and pupils, encompassing both disabled and non -disabled individuals. The analysis was conducted utilizing thematic approaches. The findings indicate that the majority of students and teachers hold a favorable perception toward the strategies employed in the implementation of inclusive education. Additionally, the sense of equity among disabled pupils and those without disabilities, as well as teachers, exerts a noteworthy influence on the execution of inclusive education initiatives. The proposed strategies encompass the provision of qualified teachers, supportive infrastructure, and financial resources to cultivate suitable inclusive teaching and learning environments. Consequently, this study proposes appropriate and implementable strategies to improve inclusive education within the aforementioned area and other regions of Tanzania.