Primary School Teachers’ Pedagogical Practices and Inclusive Education: A Case of Pupils with Moderate Deafblindness in Tanzania

Abstract

This study presents evidence from the primary school teachers’ pedagogical practices in the inclusion of pupils with moderate deafblindness. It also explains the factors hindering pupils’ participation in learning. A qualitative approach with multiple case study design was adopted. Purposive sampling was used to select forty participants from four inclusive primary schools in Tanzania. Data were generated using semistructured interviews, non-participatory classroom observations, focus group discussions (FGDs) and document reviews. Thematic analysis was used to identify, analyse, and record themes and sub-themes from the data generated. Findings indicate that lesson plans had long been homogenized, the teaching and learning approaches were not disability-sensitive and teaching and learning materials were also inadequate and inaccessible. Additionally, while the classroom environment was inaccessible for pupils with deaf-blindness, the assessment strategies were homogenized for all. The findings further show that the teaching practices and learning environment were exclusionary without considering the pupil’s unique learning needs. Among other things, the paper recommends that there is a need to restructure teachers’ pedagogical practices to accommodate the diversity needs of learners in order to ensure equitable access to quality education and participation of all pupils.