Teaching Models Used and Challenges Experienced in Secondary School Classes with Special Needs Learners in Tanzania

Abstract

This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven heads of schools, seven heads of departments and seven special needs teachers through the proportional and purposive sampling procedures. Data was analyzed through content analysis and descriptive statistics. The study established that collaborative teaching was the most preferred model compared to consultative and coaching models. A bigger number of children with disabilities was one of key challenges experienced in the inclusive classrooms as teachers failed to provide sufficient support to cater for the needs of special needs learners. Other challenges included lack of awareness of the Tanzanian Sign Language for Hearing Impairment and teachers’ negative attitude toward learners with special needs. The study recommends that the government should recruits sufficient number of special education educators to work closely with regular teachers in supporting learners with disabilities in inclusive settings. Relevant authorities need to introduce the Tanzania Sign Language course as a compulsory course in teacher training colleges for educators to gain knowledge to effectively communicate in the inclusive settings. Finally, the government should provide seminars and workshops to teachers on the importance of inclusive education as such training will dispel negative attitudes of teachers towards children with disabilities.