The Arduous March toward Inclusive Education in Tanzania: Head Teachers' and Teachers' Perspectives.
The purpose of this study was to investigate how inclusive education was being practiced in Tanzanian primary schools. The study mainly dealt with the inclusion of students with disabilities. Qualitative research was used to collect information from head teachers and teachers. Head teachers were int...
| Publicado en: | Africa Today Vol. 61; no. 2; pp. 109 - 124 |
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| Formato: | Artículo |
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Indiana University Press
Winter2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=100966559&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 100966559 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00019887 ATD jtl: Africa Today issn: 00019887 maglogo: N pubinfo: dt: Winter2014 vid: 61 iid: 2 pid: 211 pub: Indiana University Press artinfo: ui: 100966559 10.2979/africatoday.61.2.109 ppf: 109 ppct: 15 formats: tig: atl: The Arduous March toward Inclusive Education in Tanzania: Head Teachers' and Teachers' Perspectives. aug: au: Tungaraza, Frida D. su: Tanzania Education Curriculum Inclusive education Primary schools Learning modules sug: subj: Education Curriculum Inclusive education Tanzania All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Primary schools Learning modules ab: The purpose of this study was to investigate how inclusive education was being practiced in Tanzanian primary schools. The study mainly dealt with the inclusion of students with disabilities. Qualitative research was used to collect information from head teachers and teachers. Head teachers were interviewed, and teachers were involved in focus-group discussions. Participants included fifty-two teachers from ten inclusive primary schools. The results of this study strongly suggested that the inclusive schools were faced with barriers that hindered effective implementation of inclusive education. Those impediments included an inaccessible physical infrastructure, the same curriculum, untrained teachers, and a lack of teaching and learning materials. The majority of teachers did not support inclusive education on the ground that they had not been trained to implement it. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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