Perception of teachers on physically impaired primary school pupils within inclusive education: a case of magharibi district, zanzibar.

ABSTRACT

This study investigated the perceptions of teachers on physically impaired primary school pupils within inclusive education. It covered three objectives: investigate the perception of teachers on the capabilities of the physically impaired primary school pupils within inclusive education, to examine the difficulties that the physically impaired primary school pupils face within inclusive education and to explore the measures for improving education provision to the physically impaired primary school pupils within inclusive education. The study involved six inclusive primary schools situated in Magharibi District, Zanzibar. A total number of 48 respondents were involved. The study employed both qualitative and quantitative research approaches. Data were collected through observations, questionnaire, interviews, documentary review and Focused Group Discussions (FGD). This study found that, the teachers who had not attended special need education course perceive negatively the physically impaired pupils, while teachers who had attended special need education course perceived positively. Also, it was found that presence of unskilled teachers, Inconducive learning environments, problem of transport, shortage of teaching and learning materials, large number of pupils in one class are the difficulties which are facing the physically impaired primary school pupils. Further, the study realized that schools with high number of special need teachers, better provision of special services, and frequent organization of extensional activities with adequate peer and parental cooperation lead academic achievement of the learners with physically impaired primary schools pupils in inclusive education. The study recommends that the Government of Zanzibar through Ministry of Education and vocational training and other stakeholders should implement the policy of Education for All (EFA). Further, the study recommended that, the headteachers should make frequent visits to classrooms and hold consultations with the teachers, and the District Educational Officers should make frequent visits to the schools and hold discussions with the head-teachers to ensure proper organization and adoption of methods of teaching Educationists and policy-makers should create a positive environment for practising the learner-centred approach in teaching.