The Status of Inclusive Education for Learners with Autism Spectrum Disorders in Elementary Schools in Tanzania: A Review

Abstract

This study explores the status of inclusive education for learners with Autism Spectrum Disorders (ASD) in the elementary schools of Tanzania. The study answers two research questions: (i) How do the International and National Policy documents address the issue of ASD inclusion in schools? (ii) What is the status of implementation of inclusive education for learners with autism spectrum disorders in elementary schools in Tanzania? The data were collected through documentary search. The findings revealed that Tanzania has signed and committed to comply with the international declarations on inclusive education for all learners as portrayed in the Salamanca statement and stated clearly in its constitution, education and training policy, disability act and national strategy for inclusive education that all learners will receive education in the inclusive setting. This is to ensure that no child is left behind in education. However, a significant gap has been observed in the implementation of inclusive education due to attitudinal, environmental and knowledge barriers. The study recommends clear and specific policies and acts on inclusive education as well as curriculum modifications and capacity building to schools and teachers to ensure effective implementation of inclusive education for learners with autism in elementary schools in Tanzania.