Special Needs Education Teachers: Their Roles in the Learning Process of Students with Special Needs in Inclusive Secondary Schools in Dar es Salaam City, Tanzania

Abstract

Scholarly research suggests that approximately 13% of pupils in today's classrooms have a handicap that calls for special education assistance. To meet the learning requirements of children with disabilities and to guarantee their academic, behavioral, social, and emotional success, special education instructors have special training. This study investigated the roles of special needs education teachers in the learning process of students with special needs in inclusive secondary schools in Dar es salaam city, Tanzania. It was guided by two objectives: to identify the support given by special education to students with special needs in inclusive schools and to examine the roles of an inclusive school environment on the learning of students with special education needs. The study employed a mixed research approach and a case study design. The sample included three public inclusive secondary schools where a total of 417 respondents, including education officers, heads of schools and teachers, were sampled using both probability and nonprobability sampling techniques. Data were collected through questionnaires, interviews, focus groups, and observation. Data were analysed through descriptive statistics and cross-tabulations. The synthesis of the findings revealed that special needs teachers are reported to be providing support in terms of giving large print notes and setting special exams. However, assessments and IEP programs were not performed effectively. Some schools lacked slabs and ramps to connect important areas such as libraries, offices, toilets, and playgrounds. The study recommends that there is a need for continued provision of assistive devices and modification of schools' infrastructures.