Implementation Status of Inclusive Education in Selected Public Primary Schools in Mbeya City, Tanzania

Abstract

This article examines the implementation status of inclusive education in two selected public primary schools in Mbeya City, Tanzania. It draws on the first specific objective of a broader study on the implementation and effectiveness of inclusive education. The article was guided by the Social Model of Disability, which directs attention to barriers created by school environments, institutional arrangements, teaching systems, and social attitudes rather than locating disability only within the learner. The study adopted an interpretivist paradigm, a qualitative approach, and a case study design involving Mwenge Primary School and Itiji Primary School. The detailed methodology and findings sections of the parent study report 40 participants, comprising 25 teachers, 10 pupils, 2 head teachers, 2 Ward Education Officers, and 1 District Education Officer. The parent study reports purposive, snowball, multistage, and simple random sampling procedures at different levels of selection. Data were collected through interviews and observation and analysed thematically. Findings show that the two schools enrol learners with varied educational needs, including physical, hearing, visual, intellectual, speech, cerebral palsy, autism-related, and learning difficulties. However, implementation remains partial because some learners continue to learn in separate classrooms under specialised teachers. Teachers use group work, peer learning, demonstrations, repetition, question-and-answer techniques, and individual support to improve participation. The schools also have some specialised materials, ramps, accessible pathways, adapted classroom arrangements, and leadership support, although these provisions remain insufficient. The article concludes that inclusive education is present in the two case-study schools but has not yet reached full classroom inclusion. Stronger teacher preparation, adequate specialised materials, improved accessible infrastructure, reduced classroom congestion, and sustained school leadership and government support are required.