The development of inclusive education in the Tanzanian primary school

Abstract

Abstract

In 1994 the Tanzanian Government ratified the Salamanca Statement. The Salamanca Statement emphasises the need to provide children with special needs basic education, and sees this as an indispensable step to reach the goals set at the first Education For All Conference in Jomtien 1990. The Framework for Action connected to the Salamanca Statement suggests inclusive education as a strategy to reach these goals. This study investigates from different angels the development of inclusive education in the Tanzanian primary school.

The study has employed a qualitative approach. The findings of the study are mainly based on interviews of various stakeholders such as school staff and government officials. However, also document analysis of national policies and observations are methods used in the data collection processes.

There are today several primary schools in Tanzania that are involved in inclusive education programs. This study explores 5 primary schools where initiatives to inclusive education have either been taken by the Government, by Disabled People’s Organisations, the school’s initiative or not at all. Although, there are quite a few schools currently offering education in inclusive settings, especially through the Government’s programme, the challenges to further develop inclusive education in the Tanzanian primary school are immense. This study has attempted to look at the different factors which positively or negatively contribute to the development of inclusive education in Tanzania.