Adequacy of Teaching and Learning Resources for Implementing Inclusive Education in Primary Schools in Arusha Region, Tanzania

Abstract

This study assessed the adequacy of teaching and learning resources for the implementation of inclusive education in public primary schools in Arusha region. The study was guided by the Open Systems Theory, by Katz and Khan, and it adopted a mixed research approach under which a convergent research design was used. Both probability and non-probability sampling techniques were used to obtain the sample which consisted of 144 primary school teachers, 12 head teachers and 6 district education officers. Questionnaires and interview guides were used to collect data. Quantitative data were analyzed using descriptive statistics while the qualitative data were analyzed thematically and presented in narrative form with the assistance of direct quotation where necessary. The findings showed that schools do not have adequate teaching and learning resources for effective implementation of inclusive education. Computers, wheel chairs, assistive technologies as well as braille machines were all found to be inadequate. Results from hypothesis testing indicated a positive relationship between the availability of resources and the level of implementing inclusive education (P-value = 0.000). The study concluded that effective implementation of inclusive education depends on the availability of teaching and learning resources. Therefore it was recommended for the government and education practitioners to ensure the availability of adequate teaching and learning resources in all the schools where inclusive education is offered.