The Academic Performance of Pupils with Autism and Intellectual Impairment in Special and Inclusive Primary Schools in Tanzania

Peter E Mwamwaja ,Daphina Libent-Mabagala

doi:10.7176/jep/11-20-07

Abstract

In Tanzania, several initiatives have been made in establishment of special and inclusive schools, mostly in urban areas. The government and community at large show commitments in addressing the needs of pupils with autism and intellectual impairment including the curriculum for learners with mental disabilities of 2008 in primary schools. The question that arises is whether pupils with autism and intellectual impairment in special and inclusive classrooms in Tanzania perform well academically. It is on this premise that this study was based. The study intended to assess academic performance of pupils with autism and intellectual impairment in special and inclusive classrooms in Tanzania. The study employed mixed methods research approach with a quasi-mixed design. Data were collected using pupil’s assessment tool. Five inclusive primary schools were purposively chosen from two regions in Tanzania Mainland. Fifty pupils with autism and intellectual impairment participated in the study. Descriptive and inferential statistics were computed. The paired t-test was used to analyse the counting skills of the pupils, while the differences in their academic performance was established by the use of chi-square test. The findings revealed that pupils with intellectual impairment performed relatively higher in all selected tasks (number, communication and vocational skills) comparing to pupils with autism. As such, some deliberate efforts are required for enabling them to acquire competencies as outlined in the curriculum for primary school pupils in Tanzania. Keywords: Academic performance, Autism, Intellectual impairment, Special and inclusive schools, Tanzania DOI: 10.7176/JEP/11-20-07 Publication date: July 31 st 2020

Highlights

Tanzania as a signatory of the international agreements on provision of education for all persons is obligated to ensure her citizens acquire at least basic education (Tungaraza, 1994; United Nations, 2007)
It is of expectation that after completion of primary education cycle pupils with autism and intellectual impairment should have the following competencies: to be able to socialize with people of different status, to live independently, to be employed or self-employed, to develop academically and to recognize, preserve and utilize the environment sustainably
5.Conclusion In the light of the findings from the study, it is concluded that: firstly, pupils with intellectual impairment performed highly comparing to pupils with autism, it was noted that both managed to perform low demanding academic tasks

Summary

Introduction

Tanzania as a signatory of the international agreements on provision of education for all persons is obligated to ensure her citizens acquire at least basic education (Tungaraza, 1994; United Nations, 2007). It is of expectation that after completion of primary education cycle pupils with autism and intellectual impairment should have the following competencies: to be able to socialize with people of different status, to live independently, to be employed or self-employed, to develop academically and to recognize, preserve and utilize the environment sustainably This should not be taken for granted, that all pupils enrolled in primary schools learn and perform . This is not exclusively true, as Cole, Waldron and Majd (2004) and Dessemontet and Bless (2013) found that the inclusion of pupils with autism and intellectual impairment in primary regular education classrooms with support is not detrimental to the academic progress of students without disability Such findings are of critical importance, as it could help to alleviate fears among parents, teachers, and educational authorities, and might support efforts made to develop inclusive practices for children with intellectual impairment

Methods

Results

Conclusion