Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

Judith S. Kilimo,Roelande H. Hofman

doi:10.5296/jet.v1i2.5760

Abstract

The purpose of this study in to investigate factors that are related to teachers’ attitudes and perception of self-efficacy towards pupils with disabilities and the problems teachers experienced in the implementation of inclusive primary education in Tanzania. The study involved a sample of 100 teachers from 10 inclusive schools in Dar es Salaam. The instrument included questions/items regarding (a) background information of teacher and school characteristics and about the type of disabilities of the pupils that are included in the teacher’s classroom, (b) teachers’ attitudes and self-efficacy regarding pupils with disabilities in inclusive education (Likert scales) and (c) statements to measure the problems that teachers face in the implementation of inclusive education. First, the findings show that demographics like gender, class size, type of disability and training in special needs education did not relate significantly to teachers’ attitudes and self-efficacy towards inclusive education. Furthermore, the results revealed that teachers face a lot of problems in the implementation of inclusive education, specifically in managing pupils with different disabilities, shortage of teaching and learning materials, lack of training and poor working environments. Multiple regression analysis showed that (a) working experience in inclusive education is significantly and positively related to attitudes towards including pupils with disabilities in mainstream education and (b) teachers with low self-efficacy face more problems with the implementation of inclusive education.

Highlights

IntroductionInclusive education is a concept that allows students with disabilities to be placed in and receive instruction in regular classes and being taught by regular teachers (Pijl, Meijer & Hegarty, 1997)
1.1 Definition and Justification For Inclusive EducationInclusive education is a concept that allows students with disabilities to be placed in and receive instruction in regular classes and being taught by regular teachers (Pijl, Meijer & Hegarty, 1997)
Inclusive education has been practiced in Tanzania with the purpose of ensuring increased access and equality in education by marginalized children, including those with disabilities in regular classroom (Flavell, 2001)

Summary

Introduction

Inclusive education is a concept that allows students with disabilities to be placed in and receive instruction in regular classes and being taught by regular teachers (Pijl, Meijer & Hegarty, 1997). In many countries the effort to achieve a more inclusive education system has resulted in the education of pupils with disabilities in regular schools and in the decline of the number of pupils placed in separate, special schools. The organisation for economic co-operation and development (OECD, 1999) supported that, including and educating children with disabilities in regular classrooms is an important policy goal for many countries. Inclusive education is about acknowledging that all children and youth can learn together in the same classroom (Information Centre for Disability (ICD), 2006). Teachers need to have skills for teaching children with special disabilities in an inclusive classroom

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Conclusion