Teaching and Learning Strategies in Inclusive Public Primary Schools in Tanzania

Abstract

This study assessed the teaching and learning strategies applied in inclusive public primary schools in Karagwe district. The study employed a mixed method approach with a convergent parallel design and was guided by behaviourism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer, and Quality Assurance Officers. The sample size was comprised of 76 respondents. Data was gathered through the use of questionnaires, interviews, and observations. The Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis were used to analyse the data. The study's findings discovered that the teaching strategies applied in inclusive public primary schools in Karagwe district are mainly lecture method, group discussion and questions and answers. The study recommends that inclusive education course should be taught in the teacher’s education curriculum. It further recommends that in-service teachers should get inclusive education trainings to enhance their awareness about inclusive education.