Transiting from Units to Inclusive Education: Implication on Intellectual Disability Pupils’ Skills Development; Case Study at Dodoma City

Abstract

The study explored of the transiting the pupils with intellectual disability from units to inclusive education in Dodoma city council, Tanzania. A field study research design was used to achieve the study objective. The sample of this study was purposively selected from thirty-six (36) primary schools. Created eight (8) participants which involved six (6) participants were special teachers in two units’ class means three 3 in Chinangali unit and others Mlezi unit, and two (2) participant were school heads in Chinangali and Mlezi an inclusive school. The study adopted a descriptive survey design where by qualitative approach used. Interview and observation were used to collect data. The findings revealed that high enrollment rate of children with intellectual disability in units, the teachers-pupil’s ratio insufficient, inadequate teaching and learning materials, and learning environment is not conducive. Therefore, it is recommended that special teachers, curriculum develop and addition building classes.