To investigate the challenges facing disabled learners in teaching and learning process in primary school.

DECLARATION

This research report is my original work and has not been presented to any other examination board. No part of this research proposal may be reproduced or transmitted in any form or by any means without my concert or that of Stella Maris Mtwara University College.

Student’s name: Jamaldin Kazumari

Registration No.:STE/BAED/16048

Signature …………………………………….

Date …………………………………….

DECLARATION BY SUPERVISOR

This research proposal has been submitted for examination with my approval as Stella Maris Mtwara University College’s supervisor.

Supervisor’s name: …………………………………..

Signature: ……………………………………………

Date: …………………………………………………

DEDICATION

This is dedicated to my beloved mother Khadija for encouraging me much, I real appreciate her a lot, and so far I real appreciate my family starting with my loved wife and my daughter Nadya for their tolerance and support during the whole period of writing this proposal. May the Almighty God bless them.

ACKNOWLEDGEMENT

I would like to humbly express my profound gratitude to the Almighty God for giving me life, support and guidance as I worked through this research.

My special thanks and sincere appreciation go to my supervisor madam Ngayakwe Urassa the lecture at Stella Maris Mtwara University College for her kind heart of helping, guidance, encouragement and contributions with great patience to ensure that I accomplishing my research report on time.

Also, I thank all my college mates who have assisted me, although their names have not appeared in this page. I appreciate their material and moral support that have helped me in writing this research report.

May the Almighty God bless them.

ABSTRACT

This study focused on challenges facing disabled learners in teaching and learning process in primary schools, Mtwara-Mikindani municipality in Mtwara region. Whereby three primary schools involved, namely Rahaleo primary school, Shangani primary school, and Mikindani primary school. The study dealt with this problem by focusing on the three specific objectives which were, to determine the assistance given to disabled learners in learning process, to examine the approach and methods of teaching used by teachers when teaching disabled learners and the study identified attitudes of teachers towards teaching students with disabilities. The researcher used 100 respondents such as teachers, students and parents/guardians in data collection techniques to get the correct data about the study. Research sample selected using simple random sampling, purposive sampling, snowball sampling, sampling procedures and sample size in which the sample will involve the teachers, parents/guardians and students. This study used questionnaires, interview and observation as the data collection techniques. The data were collected from 55 participants of who are 30 students, 15 teachers and 10 parents/guardians. The data reveled that the provision of accommodation to the disabled children like financial assistance and food and nutrition is among of the assistance given by the teachers given to disabled learners, to the method or technique which is mainly used is participatory method finally on the issue of attitude most of the teachers responded that they have the positive attitude to those pupils. The recommendation made by the researcher is the government, community and teachers should provide more financial assistance to schools which have special units and to train more teachers on special need education so that they can be able to handle learners with special needs in integrated schools in case one is posted in such a school.

TABLE OF CONTENTS

LIST OF TABLES

Table 3.1 Sample size………………………………………………………………………………. 26

Table 4.1 Description of the respondents and questionnaires distributed.................................... 29

Table 4.2 Description of the respondents interviewed................................................................ 29

Table 4.3 Shows the Assistance Given to Disabled Learners in Learning Process.......................... 33

Table 4.4 The Approach And Methods Of Teaching Used By Teachers When Teaching Disabled Learners 41

Table 4.5. Attitudes of teachers towards teaching students with disabilities................................ 45

LIST OF FIGURES

Figure 4.2 Shows the Education Level of the Respondents......................................................... 31

Figure 4.3: The Age analysis of respondents.............................................................................. 32

Figure 4.4 Shows the Assistance Given to Disabled Learners in Learning Process.................... 34

Figure 4.5: To Show the Approach And Methods Of Teaching Used By Teachers When Teaching Disabled Learners.................................................................................................................................................... 42

LIST OF ABBREVIATION

EFA : Education for ALL

NGOs : Non Governmental Organization

PEDP : Primary Education Development Program

SNE : Special Needs Education

UNESCO : United Nation Educational, Scientific and Cultural Organization

UPE : Universal Primary Education

URT : United Republic of Tanzania

UN : United Nation

UNICEF : United Nations International Children’s Emergency Fund

UNDP : United Nations Development Programme

UNFPA : United Nations Fund for Population Activities

WHO : World Health Organization

ZPD : Zone of Proximal Development

CHAPTER ONE

1.0 INTRODUCTION

This chapter contains background of the study, statement of the problem, significance of the study, objectives of the study, research questions, operational definitions of the key terms, scope of study, and limitation of the study as well as conceptual framework.

1.1 Background of the Study

Education is an important investment that a country can make and enhancing accessibility to educational services is significant in the development of nation (World Bank, 1993). This is because education positively affects socio – economic behavior such as productivity, living standards, health and demographic characteristics of any population. Likewise, it opens infinity of possibilities for society that would otherwise be denied namely; a better chance to lead healthy and productive live, building strong and nurturing families, participating fully in civic affairs of their communities, molding morals and value creating creature and shaping history. It is solid foundation for progress and sustainable development an inherent human rights and critical steps towards dismantling the gender discrimination that threatens all other rights catalyzing freedom and democracy with borders and extending its reach as an agent of international peace and security (UNICEF, 2000). It is therefore, societal obligations to make the provision of education to all people according to the nature of their individual’s needs and capacity (Okech, 1993).

Since the early 1990’s the movement to have education for all was launched at the world conference that involved various international organizations such as UNESCO, UNDP, UNFPA, UNICEF and World Bank. The main agenda of this conference was education for All in the entire world. Credible source perceive inclusion in education as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and reducing exclusion within and from education (UNESCO, 2005). The world Health Organization (WHO) estimates that 10% any population and disabled and in addition approximately 85% of the word’s children with disability below 15 years live in the developing countries (World Bank, 1994).

The vitality of education to society was supported more by the United Nations Declaration proclaiming the right of Education for All in 1946, subsequent to that, education ministers of African region met in Addis Ababa in 1961 and resolved that there should be Universal Primary Education (UPE) and the eradication of illiteracy in Africa within twenty years (UNESCO, 1961). Unfortunately, the serious political and economic setbacks in Africa of the time deterred the implementation of the Addis Ababa proclamation in the 1970’s and 1980’s and this caused deterioration of education in many third world countries.

According to Tungaraza (2010), Tanzania is at present offering primary education for some students with different disabilities including visual impairments, hearing impairments, mental retardation, autism physical impairments, and multiple disabilities in both special and integrated schools. Tanzania is a member of the international community has signed and verified various international declarations that work towards equality in all ways of life, education being one of them; it verified the Salamanca statement in 1994, a declaration that emphasizes on the need to provide basic education to all children with special needs (Krohn, 2008). It signed the convection on the rights of the child (207). In implementing this, Tanzania’s parliament in November 6, 2009 passed a bill known as ‘The law of the children Act 2009’. This law provides legal frame work through which the rights of country’s children can be protected. In November 2009 Tanania verified the UN convection on the rights of persons with Disabilities (UN Treaty Series, 2008)

Even though Tanzania has been launching some programmes on inclusion there are still some problems which face teachers on how to help the students with disability towards quality of education in the classroom situation. For example, one of the problems which are serious according to Tanzanian Human Rights Report (2011) is insufficient or lack of necessary facilities to enhance their learning. To put it in context, Tanzania is among the third world countries which lag behind in implementing inclusive education in primary school. Despite the government efforts of putting budget for capacity building for inclusion to teachers, buying teaching aids, books, teaching and learning materials and other equipments, disabled learners still face a lot of challenges in teaching and learning process. Parents and pupils themselves have important contributions to make shape the implementation of inclusion (Lindsay, 2007).

Msuya (2005) suggest that, necessary facilities like teaching and learning materials, equipments and some environmental setting that are important for student with special needs should be considered in an inclusive context. These facilities includes items like Braille materials, audio and visual devices, various teaching aids, mobility equipments like white cane for the blind, wheel chair for physical challenged ones, special classroom designs and toilet.

According to Mmbaga (2002) argues that inclusive education needs to be part of the whole school equal opportunity policy; in this case children with learning difficulties, girls and boys learning needs would be incorporated into the curriculum and the school – learning environment. At a society level inclusion touches on questions of citizenship and politics of difference, that is minority groups, gender differences, ethnicity and linguistic.

Tanzania is one of the countries which adapted the Dakar Framework which adapted the commitment to achieving Education for All (EFA) by the year 2015 regarding the world declaration of Education for All that was held in Dakar, Senegal from 26^th to 28^th of April 2000. Children with developmental disabilities deserve attention in many aspects because they are suffering from limited access to information and they suffer from stigmatization. Directly or indirectly, these factors reduce the chances of accessing social services, addressing the educational needs, need of economic growth and poverty efforts (URT, 2005). Tanzania has many setbacks in helping children with disabilities, one of them being lack of qualified special needs education teachers who have knowledge and appropriate methodology on teaching student with disabilities. Tanzania has two systems of catering for the education of person with disabilities such as special schools for person with disabilities and inclusive education where persons with disability are mixed with normal students. Therefore, this study will intend to investigate challenges facing disabled learners in teaching and learning process in primary schools.

1.2 Statement of the Problem

Children with disability in Tanzania represent significant but largely invisible population. According to the 2011 report on Adolescence in Tanzania by UNICEF, about 0.5% of all children enrolled in primary school were children with disabilities (UNICEF, 2011).

According to the National policy on disability in Tanzania (2004) recognized the importance of education as a key to developing potential of children with disabilities and does suggest they should be given priority. It also acknowledge that the education system in Tanzania is largely inaccessible too children with disabilities. To drive to achieve Education for All (EFA) by 2025 has led to focus on the barriers to participation in basic education for marginalized group (UNESCO, 2010).

In particular, there has been significant criticism that disabled was not mentioned in the United Nation Millennium Development Goal (MDGs) (Albet et al, 2005). Disabled learners are confronted by many problems in normal schools such as shortage of special trained teacher as well as lack of teaching and learning materials (Thungu et al, 2008). Actually this group of students is supposed to be placed in special school. It presumes that the aim of inclusive education is to eliminate social exclusion that is a consequence of altitudes and response to diversity in race, social class, ethnicity, gender and ability (Vitello & Mithaung 1998).

Despite the initiative done by the government of Tanzania in improving education sector and implement the world policy of Education for All (EFA), disabled learners are still facing various challenges. In this study, the researcher intended to reveal those challenges facing the disabled learners as well as suggesting solutions towards the problem concerned.

1.3 Research Objectives

1.3.1 General objectives

To investigate the challenges facing disabled learners in teaching and learning process in primary school.

1.3.2 Specific objectives

• To determine the assistance given to disabled learners in learning process.

• To examine the approach and methods of teaching used by teachers when teaching disabled learners.

• To identify attitudes of teachers towards teaching students with disabilities.

1.4 Research Questions

• How special teacher and facilities assist disabled learners?

• What approach and methods of teaching do the teachers use to students with disability?

• What are the attitudes of teacher towards teaching students with disabilities?

1.5 Significance of the Study

The study intends to make the government, community and Non-Governmental Organization (NGOs) aware of the challenges facing disabled learners especially in primary schools

• The study provides an insight to different measures to be taken so as to make the learning environment conducive for the student with disability.

• The study is helpful in changing the people’s attitudes toward the students with disability.

• It helps to policy makers to gain insight and understandings leading to formulation of appropriate policies that ensure the needs of students in general are addressed within an integrated school.

Disabled learners benefits from the results of this study in that, all the parties involved running the integration programme will put more effort and develop response that ensures the need of the student are met.

1.6 Scope of the Study

The study conducted in Mtwara – Mikindani Municipality particularly in three primary schools namely Shangani, Rahaleo and Mikindani Primary school. These schools are selected because there is the unit of impairment such as in Rahaleo primary school there is hearing impairment unit, Shangani primary school there is mental retardation learners unit and Mikindani primary school also there is mainstreaming.

1.7 Limitation of the Study

This study be faced by the problem such as time for collecting data which will be one month and financial which is inevitable in running this project to reach successful goals. The researcher limited by language barrier since the interaction with hearing impairment students require sign language while the researcher is not versed with it.

1.8 Definition of Key Terms

Introduction

The following are definitions of the key terms which are defined operationally

Disability: is a restriction or an inability to perform an activity in the mostly resulting from impairment.

Impairment: is a partial or complete loss of functions of a body party, an organ, a sensory function and or brain functions.

Inclusion: the term used to refer to the situation where both the challenged students and those that are physically fit study together in normal schools.

Education: is the process of imparting knowledge, skills, values, norms and culture from one generation to another in the society. In line with this education is the influence exercised by adult generations on those that are not yet ready for social school life.

Mainstreaming: is referred to including of pupils with disabilities in regular classroom.

Handicap: is the result of an impairment or disability that limits or prevents the fulfillment of one or several roles regarded as normal, depending on age, sex, social and cultural factors.

Inclusive education: is a process of increasing the participation of pupils in a class and reducing their exclusion from cultures, curricula and communities of local centers of learning.

Integration: is the process of increasing the participation of pupils and youth in the education, social and community life of normal schools.

Teaching method: for this study the term is used to refer the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students.

Learning process: refers to the process of affecting change in behavior that brings about improvement in our relations with the environment.

Special teacher: refers to someone who works within a school for children who are unable to benefit from ordinary schooling because they have learning difficulties, physical or mental, handicaps.

1.9 Conceptual framework

The context, input, process and product evaluation model developed by Stufflebeam (1971) was adapted. This mode deals with evaluation by assessing the quality of plans are carried out and the value of the outcome. The model is concerned with effectiveness programme. It explains the process involved and analyzing the programme outcome. Based on the Stufflebeam model, the study derived a conceptual framework for evaluating of some inputs for the sake of ascertaining the possible factors posed by their absence and inappropriate utilization, and how they influence the academic performance of disabled students.

The possible logical opinion is that, the aspects of sufficient classrooms, trained teachers, teaching and learning materials, specialized equipments, assistive devices, the language of teaching and teachers attitudes are the keys in the investigation of challenges facing disabled learners in teaching and learning process in primary school. The interrelationships of the major components of the conceptual framework are summarized in figure 1.1.

In figure 1.1, the context refers to the existence of primary school for students with disability in which the process of teaching and learning is carried out. It is the premises where teachers, students and other professionals are interacting. Inputs constitute all resources of various kinds so as to achieve teaching and learning goals. Input consist of teacher, student, non – teaching staff, teaching materials, special equipments, assistive devices, school building and means of communication process in this model refer to specific teachers and student’s activities done a s part of the teaching method aimed at changing the behavior of students, the seating plan of students in the classroom and the language of teaching, sign language or lip reading as well as application of the appropriate and learning materials.

Figure 1.1: The Conceptual Framework

Source: Modified by the researcher in 2016 from Stufflebeam model developed in 1971

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter looks at different literature reviews on inclusive education as a approach to education for all. Education for all is a concept which means creating the environment in school where all learners are welcome regardless of their physical and mental abilities.

In addressing the issue of challenges which facing disabled learners in teaching and learning process in primary schools, we need to be familiar with global debate on inclusive.

2.1 Global debate on inclusion

2.1.1 Inclusive education

Inclusive education means that everyone should take part in society on an equal basis academically, socially and culturally.

“Inclusion is both a process and a goal, where the educational institution should accommodate the individual’s aptitudes and needs in the best possible manner. This requires diversity and adaptation in the educational program to enable each individual to participate more and receive more benefits from being an active member of community” (Norwegian Directorate for Education and Training, 2008:3).

From the quotation above, it means inclusive education places demands on the education area and on every individual, who must be able to build worthy relations while considering individual differences and values. UNESCO (2009) elaborates on how an inclusive education system should be by stating that: An inclusive education system can only be formed if normal schools become more inclusive. This is to say, if they improve at educating all children in their communities. The conference proclaimed that: ‘regular schools with an inclusive direction are the most attractive means of fighting discriminatory attitudes, building welcoming societies, establishing an inclusive society and attaining education for all; moreover, they provide an effective education to man children and improve competence and ultimately the cost – effectiveness of the whole education system.

Mmbaga (2002) argues that inclusive education needs to be part of the whole school equal opportunity policy; in this case children with learning difficulties, girl’s and boy’s learning needs would be incorporated into the curriculum and the school learning environment. At a society level inclusion touches on the questions and politics of difference, that is minority groups, gender differences, ethnicity and linguistic. Every person:- child, youth, and adult shall be able to profit from educational chances designed to meet their basic learning needs and how they should met with individual countries and cultures (Nes et al, 2003).

Wikan (208:78) have explained the concept of education for all as related to inclusion by saying that: “Education is important for development; a question which is not very often asked. It is taken for granted that is a good thing, for the individual and for the country. Few have criticized education; the obvious value both to the individual and the society have been taken for granted. Firstly, it has been seen as a way to civilize the individual and therefore an arm in itself.

2.1.2 Inclusive education in Tanzania

Tanzania is among the countries with a high number of people with disabilities in Africa. The Tanzania human right report indicates that there are more than 3 million persons with disabilities in the country, which account for approximately 9% of the entire population. The challenges faced by persons with disabilities are lack of equal employment opportunities, stigmatization from families and society at large, inability to obtain training or skills, improper health facilities and unequal access to education. The level of illiteracy among person with disability is very high: 47.6% compared to the rest of population at 25.3% (URT, 2008).

Polat (2011) stresses that inclusive education aims to build a society that promotes equal opportunities for all citizens to take a part in and play their roles in development of the nation. Based on principles of indigenous customary education and traditional African socialism, everybody was included and was assigned roles according to their abilities. Those principles and values have been emphasized in Tanzania Development Vision 2025 (1-3)” where the goal is to build a society that promotes the same chance for all residents to participate in and contribute to the improvement of the Nation.

Special attentions are directed to women, children, and the youth and disable persons. Implementation of the Universal Primary Education (UPE) in 1977 and the Education Act of 1978 were geared towards the realization of those principles and values. Relevant to inclusion is the 1978 Compulsory Education Act, educating the right to education framework.

According to section 56 of the act “every citizen of the United Republic of Tanzania (URT) is entitled to receive such category, nature and level of education as the ability may permit” The Act passed immediately after the declaration of the Universal Primary Education, includes all citizens into the education system, regardless of ability race, color, religion, class, background and genders.

Tungaraza (2010) gives an account on the history of inclusive education in Tanzania that special educations to Tanzania history has been there since the period of colonialism when Tanzania was under British government by 1950. Special needs in Tanzania were largely practiced by religious organizations. The Anglican Church in 1950 established the first school for children with visual impairment. Later followed by that of Roman Catholic Church 1963 when they started a school for children with hearing impairment (Danda, 2009).

After the independence the government put much effort to educate its children. Immediately after independence there was no was no specific policy to deal with special needs education. Their question was enshrined in the general documents that were meant to deal with the general population (Aldersey and Turnbull, 2011).

For example the constitution, with its various amendments delineate that all human beings are equal and are entitled to equal rights. It further prohibits discrimination against people with special needs (URT, 2000). However, as time passed the trend tends to be accelerating towards more specific documents.

In 2004, for the first time in the history, Tanzania issued the National Policy on Disability. The policy emphasized basic education for all children and that priority is to be given to those with special needs. Special school for learners with disability was established based on discrimination. This was done in terms of gender and type of disability a person has.

According to Possi (1999) argued that women with disabilities suffer double discrimination; first as women and second as people with disabilities. The discrimination leads to marginalization of women. A person with disability should not be discriminated.

Mwalutambi (1995) also show that most of women with disabilities in Tanzania do not get education beyond primary school. But at present some integrated schools have been established in Tanzania. Tanzania is now offering primary education to students with different disabilities.

2.2 Empirical literature

Challenges facing disabled learners in teaching and learning processes:

Tanzania person with Disability Act 2010 is a law enacted by parliament in April 2010 and was presented by the president of United Republic of Tanzania on 20^th may, 2010. The Act makes provision of health care, social support, accessibility, rehabilitation, education and vocational training, communication, employment and the promotion of basic rights for persons with disabilities. In terms of education, the act prohibits discrimination of any kind in the provision of education at all levels. The law stipulates that person with disabilities of all ages and gender shall have the same rights to education training in inclusive settings (Tanzania Human Rights Reports, 2010). Despite of this law there are many challenges facing disabled learners in teaching process in primary schools. Inclusive education is a process and therefore it cannot be attained in a single day it takes several years to reach this goal of education for all.

According to Possi (2006), only some characteristics of inclusive education had been integrated into the education system making it difficult for the authorities, leaders, teachers and the broader community to understand the concept and its implication in practice. The Ministry of Education and Vocational Training also reported (URT, 2008b) that lack of a common national understanding of inclusive education caused dilemmas the implementation and evaluation of inclusive education (Lewis and Little, 2007).

According to Tanzania government report in 2008 there were 280 primary schools with inclusive practice in 70 wards (sub-districts) in various regions of the country (URT, 2008a). A total number of 8,410,094 pupils were reported including 34,661 pupils with special needs (URT, 2008b). Calculating from these government statistics 0.4% of children were reported as having special needs or disabilities. The Disability Survey Report (National Bureau of Statistics, 2008) compares the enrolment rates of children in general with those with disabilities. They report that only 38.4% of the primary school aged children with disabilities were attending school. This is well below the target of the Millennium Development Goals (MDGs) which calls for total primary school enrolment by the year 2015. The government of Tanzania has been committed to achieving the MDG concerning university primary education and improving the quality of education for all.

Since teachers lacked clarity concerning the meaning of inclusion, they lacked a justification for including students with disabilities in their students with disabilities in their classroom and enabling their learning. According to Mmbaga (2002) doctoral dissertation on inclusive classrooms, teachers, professional development concerning diversity among learners and child-centred approaches improved teaching practices in general. The main challenges however, was sharing good teaching practices, receiving recognition for these practices from school leadership and education authorities and scaling up those pilots which were successful.

Winger (2008:18) argues that “low quality of teacher education or lack of qualified teachers might be one reason behind the poor learning outcome” as this may be a challenge towards the implementation of inclusion in primary schools. There is scarcity of teachers who have knowledge of inclusive education. Most of primary schools lack teachers who can teach the students with special education needs. Senge (2000:280) argue that “a teacher’s failure to create an intellectually reflective, engaging classroom for learning is not simply mal practice it is immoral, particularly for students who do not have the option of withdrawing”. There should be designed teaching strategies that ensure every child is attended individually. This calls upon the IEP through Co-teaching (Dalen, 1982).

Inadequate teaching and learning resources. According Possi (1986) found out that there was shortage of teaching and learning materials for students with visual impairments. The cost of buying teaching and learning material is high. For example, Braille machines and textbooks are costly; hence, it becomes a problem to implement inclusive education. Possi (2006) explained that, support material used by teacher during the teaching process include text and reference books, wall maps, chart and science kits. They are crucial in facilitating the effectiveness of learning of deaf students other disabilities.

Mmbaga (2002:175) argues that, “schools are not making necessary purchases of teaching and learning materials, equipment for making teaching aids and materials for building and completing the required number of classrooms and furniture to avoid overcrowding and having pupils sit on the floor”. Furthermore Mmbaga (2002) mentions that most of the primary school teachers are not aware that they can use their local environment in teaching student with special needs education. She gives an example that “teachers were not keen to use real objects in the environment that were available free of charge and most of the teachers teach without appropriate teaching aids and observed that in the classroom text books were being shared up to nine children. Visual impaired pupils had no writing equipment such as Perkins Braille, and hand frames and styluses were not available for all pupils needing them.

Senge (2000:280) emphasizes on nurturing pedagogy “as the art and science of teaching that provide nourishment, support, and encouragement for all children to promote their learning at various stages of their development”. This problem should be taken into consideration as it may be a source of difficulty in learning and therefore may be factor for exclusion.

There is poor collaboration and interaction among teachers, students and parents. In line with this Vygotsky (1978) emphasizes that, student having different Zone of Proximal Development (ZPD) and through interaction with their teachers or peers, underachievers get to understand the new concepts. He also stresses on cooperative dialogues between children and knowledgeable members of their society in challenging activities. Children learn to think and behave in ways that reflect their community’s cultures.

Negative attitudes of teachers can create barriers to learning for students with disabilities. Some parents also prefer to hide their children at home to sending them to school. According to Wikan (2008:12) comment this point by saying “the attitude of the teachers to children from poor households might add to the decision not to send or to dropout from schools”. Kizito (1993) reiterated that some families in overprotecting their hand capped children they often kept them hidden away from public. It is important that children with disabilities are not hidden, but be provided with education that will allow them to live as self-reliant as possible.

In labeling the teachers often construct a certain understanding of the pupils. Most of the teacher tends to label the students according to their disabilities which make the students not to make uncomfortable. This shows that teachers themselves did not accept the disabilities the students have then it becomes a problem in implementation of inclusive education (Possi, 1986).

Mmbaga (2002:189) argue that “arrangement for sorting pupils into groups or classes based on their assumed common abilities for learning remain common practice in many schools despite their massive warning evidence we have suggests negative influence they can have upon the motivation and achievement of large group of pupils”.

According to Haki Elimu (2008) disabled learners in primary school facing challenge of inappropriate architectural design of school buildings made them inaccessible, especially to learners with visual and physical impairments. Infrastructures and classrooms are not adaptive for the needs of the students. Most of buildings in our schools do not facilitate mobility for the disabled learners. It is hard to imagine a student who walks on fours using the common toilets in schools. This is another lesson for low enrolment of children with disabilities (Possi, 1996). The Haki Elimu (2008) research, in concurrence with Tanzania 2008 Disability Survey Report (National Bureau of Statistics, 2008), showed that only a very small proportion of school-age children with disabilities were enrolled in schools. Furthermore, based on community and district level statistics, the two reports confirmed that the enrolment rate of children with disabilities was clearly far below the national average and pointed to the need for accurate data to monitor the enrolment variations of children with disabilities. The official education statistics show a gradual increase in the number of students enrolled in recent years, but the proportion of the total number of students remained the same, less than 1% (URT, 2008a). Tungaraza and Mkumbo (2008) explained that, cultural and traditional beliefs were found to contribute to the negative altitudes in society, among parents and school communities, and to the discrimination of children with disabilities, resulting in poor enrolment.

Lack of correct information about causes of disability and the cognitive ability of children with disabilities may hinder parents from taking their children to school (Mboya and Possi, 1996). Macha (2002) stresses the interrelation between disability and poverty and that most parents make their choices in the harsh condition of poverty. According to Possi (1999) traditional believes concerning persons with disabilities in coastal Tanzania resulted in superstitions behavior thus hindering social and education inclusion.

Less sensitive policies to the implementation of inclusive education. This includes both the policies and the people who are to implement them. Senge (2000:536) argues that “changing the policies affecting accountability, funding program development and evaluation, supervision and resource development in response to the innovations and achievements in school communities”.

Mmbaga (2002) argues that teachers lack commitment because their salary is low and therefore most of them prefer to be committed to private tuition than normal class teaching because tuition gives them an extra income. According to Senge (2000:281) argue that teachers should be involved in creating and sustaining school wide range. To him “involvement means teachers seeing the educational dynamics in all classrooms across responsibility”. Ainscow (1991), the formulation of proper curriculum, one that is adaptable to every child’s educational needs, has been a problem as well. People who support the inclusion of special children in mainstream schools call for total restricting, including the incorporation of radical changes in the curriculum. Inclusion advocates pointed out that separate curricula further promote exclusion, segregating children who can learn normally and those who cannot (Jenkinson, 1997).

According to Ridsale and Thompson (2002:22), the problems related to the formulation of the curriculum have always been connected to the inabilities of the children, when in fact such an issue is brought about by curriculum inadequacy. Crofts (2012) has stated, the voice of children, students and adults with disabilities needs to be heard in planning education, designing teaching and learning practices. They are the missing stakeholders in the Tanzanian education development also. These students and those who have not yet accessed education need a voice to show how they best gain access to education, participate and learn.

2.3 Research Gap

In general, most available researches on education for students with special needs or disabled learners in Tanzania have focused and concentrated on learning in inclusive primary schools Mmbaga, 2003 and Pembe 2008, and inclusive process in general conducted by Possi, 2006. The teaching and learning condition for students with visual impairments in integrated secondary schools has been researched by Mlimahadala, 1996. The impact of infrastructure on the provision of inclusive education secondary schools has been looked in by researcher such as Apolinary, 2007.

All in all, from the surveyed literature, challenges facing disabled learners in teaching and learning processes in primary schools in Tanzania have not been adequately studied and little have to be done to analyze the challenging facing disabled learners in teaching and learning process in primary school particularly in Mtwara – Mikindani Municipality.

Disabled learners encountered a lot of challenges in teaching and learning process in primary school in Tanzania, these led to poor academic performance of disabled learners. For this reasons there is the need of analyzing challenges facing disabled learners in teaching and learning process in primary school. Therefore the study intended to examine the challenges facing disabled learners in teaching and learning process in primary school in Tanzania particularly in Mtwara – Mikindani Municipality.

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

Introduction

This chapter presents the research method design adopted in the study. It describes the research procedures in terms of research design, targeted population, sampling procedures, data collection techniques, data analysis strategic as well as limitation.

3.1 Research Approach

The study conducted using both quantitative and qualitative approach. Qualitative approach which seeks to understand by means of exploration, human experience, perception, motivation, intension and behavior while quantitative approach is an approach which a researcher decides what to study, ask specific questions, collect numeric numbered data from participants, analyze these numbers using statistics and conducts the inquiry in an biased, objective manner (Cresswell, 2005). This is because in qualitative the researcher included explanation whereby statistical result or data will be analyzed by quantitative approach.

3.2 Research Design

According to Kothari (2004), he defines research design ass the arrangement of condition for collection and analysis of data in manner that aims to combine relevance to the research purpose with economy in procedure. This study used an explanatory mixed research design which consists of first collecting quantitative data and then collecting qualitative data to help to explain or elaborate on quantitative results. The rationale for this design is that, the quantitative data and results provide general picture of the research, more analysis, specifically through qualitative data collection, is needed to refine, extend or explain the general picture. The researcher collected quantitative data first followed by qualitative data or the researcher collected qualitative data first, followed by quantitative data.

3.3 Study Area

The study conducted in Mtwara – Mikindani municipality which is found in Mtwara region in Tanzania. Mtwara – Mikindani municipality is located on the south-eastern part of Tanzania. It lies between longitudes 40^o and 41^o East and latitudes 10^o and 110^o south. The council is bordered by Indian Ocean in east and Mtwara district council in all other directions. The reasons for choosing this study is that I am familiar with this area well and Mtwara community does not put much emphasis on education. The study involved or conducted in three primary schools, namely Rahaleo primary school, Shangani and Mikindani.

3.4 Targeted Population

Targeted population is the population as whole group of people, animal or thing that is to be studied or on which the researcher is based. This study used students as the one who are affected much with challenges of teaching and learning process, the researcher also used parents and teachers as the source of data.

3.5 Sampling Procedures

According to Kothari (2004), sampling procedures refers to the technique or procedure that researcher would adopt in selecting items for the sample. The study based on the non-probability sampling and probability sampling. In non-probability sampling the purposive and snowball sampling will be used, while probability sampling simple random technique used.

3.5.1 Purposive Sampling

This is the type of sampling in which items for sample is selected deliberately by a researcher (Omari, 2011). The researcher selected the sample base on his/her knowledge and experience and these people are believed to fulfill the requirement of the researcher. Considering the focus of the study; challenges that facing disabled learners in teaching and learning process in primary schools in Mtwara – Mikindani municipality, Tanzania. 10 teachers from three primary schools; Shangani, Rahaleo and Mikindani where by five (3) teachers from 2 schools selected and 4 teachers from one school. The researcher directed to the school areas where teachers are found.

3.5.2 Snowball

According to Spaeth (1985), snowball is a special non-probability method of developing a research sample where existing subjects recruit future subjects from among their acquaintances. This sampling technique is often used in hidden population which are difficult for researchers to access or in cases where a sampling frame is hard to establish and it is assumed that cases are affiliated through links that can be exploited to locate other respondents based on existing ones.

Therefore, the researcher used students to assist to reach to their parents and among those parents the researcher targeted 10 parents around the sampled in primary schools. Also parents themselves helped the researcher to point out other parents.

3.5.3 Simple Random Sampling

This is sampling technique where by individuals are chosen in such a way that each member has equal chance of being selected from the population (Omari, 2011). This technique used by a researcher in three primary schools; Shangani, Rahaleo, and Mikindani whereby ten (10) students from each school selected random from their classes. The researcher wrote the numbers only on the piece of papers according to the number he wants. The reason for using this technique is to enable equal participation of the respondents in the targeted population.

3.6 Sample Size

According to Kothari (2004) defined a sample size as the number of item to be selected from the universe to constitute a sample. The study involved 50 respondents. 30 pupils of three selected primary school where by 10 students from each school, 10 teachers from three selected primary school whereby 3 teachers selected from 2 schools and 4 teachers from one school each school and 10 parents. See figure below;

Table 3.1 Sample size

Respondents	Number of respondents
Teachers	10
Pupils	30
Parents	10
Total	50

3.7. Data Collection Techniques

The researcher intends to employ interview, questionnaire, documentary and personal observation in the collection of data. All this techniques are expected to provide good and accurate information about the topic under investigation.

3.7.1. Interview

Kothari (2004), the interview is a verbal in which one person ask the other questions intend to elicit information or opinions. The researcher used structured or directive interview, this is an interview made with a detailed standard schedule. The instrument used for parents because the method enabled a researcher to get data very easily without much cost. It is expected to be used with the parents because it is the most effect way for them since it does not involve reading and writing. The researcher anticipated that some of these parents could be illiterate.

3.7.2 Questionnaire

Questionnaires are sought to be appropriate method of collecting quantitative data (Best and Kahn, 2006) argue that questionnaire is used when factual information or opinion rather than facts are desired. The questionnaires used for teachers and students because they have limited time to conduct interview and respond to the questions. Also the instrument made them from bias and respondents to have enough time think about answers on the challenges facing disabled learners in teaching and learning process in primary schools. The study employed questionnaire to collect data from 10 teachers and 30 pupils from three primary schools

3.7.3 Observation

According to Kothari (2004), observation is the use of all senses to perceive and understand the experiences of interest to the researcher or in the other meaning observation is an information sought by the way of investigators own direct observation without asking from respondents. Under observation method, the researcher observed the availability of schools, teachers, teaching materials and society. The purpose of using observation as a method or instruments of data collection is to allow the researcher to view what people actually do rather than what they say.

3.8 Data Analysis Strategies

Data analysis is the process of bringing order, structure and meaning of data. In data analysis the researcher used both qualitative and quantitative methods. This is because qualitative method will use content analysis to come up with codes that later be aggregated to the themes the numerical data computed the percentage and summarized in table and graphs.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction

This study aimed to investigate on the challenges facing disabled learners in teaching and learning process in primary school in Mtwara Mikindani. This chapter presents analyses and discusses the findings obtained from the field. Data presented by means of tabulation association with percentages and description. The presentation was based on the objectives of the study stipulated in chapter one. These objectives included;

• To determine the assistance given to disabled learners in learning process.

• To examine the approach and methods of teaching used by teachers when teaching disabled learners.

• To identify attitudes of teachers towards teaching students with disabilities.

4.1 Demographic Information

This part explains the demographic information about respondents who were involved on the investigation of the challenges facing disabled learners in teaching and learning process in primary school in Mtwara Mikindani. This part shows the background information that includes gender, ages and educational level of the respondents.

4.1.1 Respondents and method of collecting data

A total of 50 respondents involved in the study and data were collected through different tools depended on the category of people, such tools include questionnaires which used to collect data from 10 (20%) teachers and 30 (60%) students. Another tool was interview from 10 (20%) parents and observation through which the researcher recorded what was observed during the study. See Table 4.1 and 4.2.

Table 4.1 Description of the respondents and questionnaires distributed

Respondents

Questionnaires

Distributed

Questionnaires

Returned

Students

Teachers

Parents

Total

100

Source: Field Data, 2017

Table 4.2 Description of the respondents interviewed

Targeted

Group

Respondents

(%)

Parents

Total

Source: Field Data, 2017

4.1.2 Gender of Respondents

The data were collected from both male and female groups. Whereby both sex participated to give out the data of whom male were 28 (56%) and female 22 (44%) as shown in Figure 4.1

Figure 4.1 Show the Gender of Respondents

Source: Field Data, 2017

4.1.2 Education level of Respondents

The respondents involved in this study had different levels of education from which the teachers, students and parents levels of education were in the following status; Primary level includes 38 (76%), Certificates includes 7(14%), and Diploma level includes 5(10%) . These respondents provided the accurate information to the researcher. See Figure 4.2

Figure 4.2 Shows the Education Level of the Respondents

Source: Field data, 2016

4.1.3 Age of the Respondents

The researcher used respondents whose their ages ranges as follows; respondents with age less than 20 years comprises 50%, age less than 45 years 42%) and above 45 years old 8%. Whereby, according to the data from field, the findings showed that age of most of the respondents was less than 45 years and above 45 years. This was so because among the targeted group teachers and parents were seem to have the age between 25-45 years old and above and students was less than 20 years. See Figure 4.3

Figure 4.3: The Age analysis of respondents

Source: Field Data, 2017

4.2 Objectives

The general objective of this study was to investigate on the challenges facing disabled learners in teaching and learning process in primary school in Mtwara Mikindani. Following the investigation done, different contributions were discovered and were led by the following objectives:

4.3 The Assistance Given to Disabled Learners in Learning Process.

Table 4.3 Shows the Assistance Given to Disabled Learners in Learning Process.

The Assistance Given to Disabled Learners in Learning Process.	F	%
Provision of special education	32	64%
Adapting Instruction,	29	58%
Supplementary Aids and Services	35	70%
Program Modifications or Supports for School Staff	40	80%
Provision of Accommodations in Large Assessments	44	88%

Source: Field Data, 2016

Figure 4.4 Shows the Assistance Given to Disabled Learners in Learning Process.

Source: Data field, 2016

The respondents in field study revealed that there is the Contribution of Parents Towards Moral Formation of Secondary Schools Students at Home explained below:

4.3.1 Special Education

The data collected from the respondents through questionnaires, observation and interview revealed Special Education as among the assistance given to disabled learners in learning process. The data revealed that about 64(64%) of the total respondents where by 12 (24%) were teachers, 9 (18%) parents and 11 (22%) students supported that the special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education was applied by teachers in individualizing instruction to meet the needs of students with disabilities.

4.3.2 Adapting Instruction

Data collected from the respondents through questionnaires, interview and observation revealed that adapting instruction was among the assistance given by teachers to disabled learners in learning process. It was reported from respondents 29 (58%) among of who 20 (40%) were students, 4 (8%) were parents and 5 (10%) teachers who disclosed that sometimes a student needs to have changes made in class work or routines because of his or her disability. Modifications were made targeting what a child is taught, and/ how a child works at school. For example, one teacher from Mikindani Primary School has 8 pupils who has learning disabilities in reading and writing. He is taught in a regular 2 period’s class that is team-taught by a general education teacher and a special education teacher. The special education to those pupils is provided by the teacher during the lunch time and the time after the others to disperse then the teacher use that time to teach those students.

Likewise Wan & Huang (2005) who commented that because of adapting the content, methodology, and or delivery of instruction is an essential element in special education and an extremely valuable support for students, it is equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

4.3.3 Supplementary Aids and Services

The data collected from the respondents through questionnaires interview and observation revealed that supplementary aids and services was among the assistance given by teachers to disabled learners in learning process. This was reported from the field with 35 (70%) of the total respondents. Where by 20 (40%) students, 8 (16%) teachers and 7 (14%) parents disclosed that one of the most powerful types of supports provided by teachers available to children with disabilities are health services, cleanness assistance, guidance and counseling and physical exercise. The other kinds of supports or services that a child needs were to be educated with non disabled children to the maximum extent appropriate.

The point supported by Vygotyksy’s cognitive development and idea of ZDP insist upon giving assistance and help to the learner (Rogoff, 2003). It is believed that if the learner are given assistance they can perform better IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included. Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

3.3.4 Provision of Accommodations

The data collected from the respondents through questionnaires, interview and observation revealed that provision of accommodation to the children as an assistance given to disabled learners in learning process. Data revealed that about 42 (84%) of the total respondents, whereby 25 (50%) students, 9 (18%) teachers and 8 (16%) parents commented on the issue of provision of accommodation to the disabled learners. The package could have foods, financial Assistance and Food HYPERLINK "http://www.mass.gov/eohhs/consumer/basic-needs/food/"& HYPERLINK "http://www.mass.gov/eohhs/consumer/basic-needs/food/" Nutrition the programs that offer access to free or low cost food to help eligible people meet their basic need and stationeries.

4.4 The Approach And Methods of Teaching Used By Teachers When Teaching Disabled Learners

This objective intended to examine the approach and methods of teaching used by teachers when teaching disabled learners. The data under this objective were obtained through the questionnaires, interview, and observation. The total of 50 respondents were involved in the data collection. Whereby 10 questionnaires were administered to teachers, where they responded to use different methods and approaches in teaching to meet the needs of the learner in the classroom these includes question and answers, participatory methods, audio visual, group discussion, demonstration, role play sport and games, songs, pictures, drawings and real object and sign language analysis as follows;

4.4.1 Participatory Method

The data collected through questionnaires and observation revealed that participatory method is among of approaches and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about 9 (18%) of the total teachers commented that participatory method in disabled children’s education systems has advantages since it enhance self-esteem. When pupils realized that they have something positive they can contribute, they build their confidence and instilled with a sense of responsibility over their own social life.

In connection to that Tungaraza (2010) gives an account on the the Greek philosopher and great thinker Aristotle when he describes a human being as a 'social animal'. This forced him to be concerned with his social surroundings. As team work they develop much in group activities and build effectively on all issues of which participatory method is the centre of learning and become stronger with capacity to act and solve problems as a team. Some examples of participatory method are: Picture code and role plays ,drama ,song, dance, poetry, debates, small groups discussions ,social forum, interactive issue drama ,brainstorming ,devil advocates ,values clarification on future's will

4.4.2 Question and Answer

The data collected through questionnaires, interview and observation revealed that Question and answer is among of the approaches and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that 7 (14%) teachers commented that question and answer is defined method both for teaching and oral testing based on the use of the questions to be answered by the pupils". When conducting a class or group discussion, teachers said that they are aware of the impact of turning down a pupil’s response. By not accepting a response in a positive way, the teacher may discourage pupils from answering further questions. Pupils in this method are given enough time to think about a response. The questions were coming rapidly enough to keep the pace of the class lively. Teachers try not to ask questions which require a one word answer for example; yes or no. Instead, open and clarifying questions were asked to encourage pupils to express themselves.

The questions will also help the teacher to assess his/her teaching and pupils` learning. It is therefore necessary that teachers also formulate higher order questions which require the pupils to apply, synthesize and evaluate knowledge or information. by Mtunda and Safuli

4.4.3 Group Discussion Method

The data collected through questionnaires, and observation revealed that Discussion method is among the approaches and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about 7 (14%) teachers commented that the discussion method as one that permits open interaction between student and student as well as between teacher and student. It involves free flowing conversation, giving students an opportunity to express their opinions and ideas, hear those of their peers and the teacher. The teacher does not take the leadership role. He/she rather participates as a member of the groups. And everyone adheres to the guidelines for specified acceptable discussion behavior.

4.4.4 Field Visits or Educational Visits

The data collected through questionnaires, interview and documentary analysis revealed that the field visit was among the approach and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about (4%) teachers commented that field trips are lessons conducted outside the classroom with the aim of giving pupils first hand information and experiences on subject matter under discussions. The trip is part of on going study and teachers’ prepare in advance activities for pupils to do at the site. Disabled pupils are given the chance to relate classroom work to their every day life.

Like wise to Mmbaga (2002) who says that Educational trips are outings made in order to consolidate what is learnt in the classroom. Here the teacher does little at the site, it is the responsibility of a resource person to explain the ideas and processes to the pupils. These trips could include visits to industrial sites, hospitals and other institutions.

4.4.5 Information and Communications Technologies

The data collected through questionnaires and observation revealed that the. information and communications technologies is among of the approach and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about 5 (10%) teachers who commented that information and communications technologies enable teachers to personalize the learning experience by delivering instruction in a variety of modes like video and television . A wide array of technology has been specifically designed to support students’ active engagement in learning tasks, skill development and ability to demonstrate learning. Technology is not a strategy in and of itself; rather, it is an adaptable and powerful tool for providing appropriate personalized learning activities and adaptations.

The data resemble with Peng (2000), who said that Technology enhance student independence and self-reliance with reading and writing tasks and provide valuable opportunities to practice skills specifically tailored to a student’s instructional level. Technology can provide the opportunity for students to explore reading materials that match their individual interest rather than limit them to their ability thus helping them learn new vocabulary, make connections with new knowledge and maintain enjoyment, curiosity and motivation

In connection to Senge (2000) who states that use of cable television and computer networking as a powerful tool for teaching and learning for strengthening communities by linking families, school, homes, neighborhood, higher education institutions, businesses and community agencies. For example, technology networks can promote better system, skill and resource exchanges and other mutual aid and assistance network.

4.5.6 Pictures and drawing

The data collected through questionnaires, interview and observation revealed that the field visit is among of the approach and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that 6 (12%) teachers commented that they do use picture of different things during teaching process and the pupils with disability are enjoying the lesson.

4.5.6 Sports and game

The data collected through questionnaires and observation revealed that the sport and games is among of the approach and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about 4 (8%) teachers who commented that it is believed that in inclusive education sports and games plays a great role in establishing a good relationship between students and increase the development of cognitive abilities of the learners.

Through observation the use of sports and games help the learners increase knowledge and skills hence building their cognitive abilities. All the students were seen to be enjoying and interested in the lesson. This method gave all learners the opportunity to participate in learning

Table 4.4 The Approach And Methods Of Teaching Used By Teachers When Teaching Disabled Learners

The approach and methods of teaching used by teachers when teaching disabled learners	Respondents	%
	Teachers	(%)
Participatory method	9	19
Question and answer	7	14
Information and Communications Technologies	5	10
Group Discussion method	6	30
Pictures and drawings	6	12
Field visit method	2	4

Source: Data field, 2016

Figure 4.5: To Show the Approach And Methods Of Teaching Used By Teachers When Teaching Disabled Learners.

Source: Data field, 2017

• Identifying Attitudes of Teachers Towards Teaching Students with Disabilities.

4.5.1 Teachers with positive attitudes towards inclusion had multiple focus areas or objectives

The data collected from the respondents through questionnaires from teachers and through observation revealed that about 7 (14%) of the total teachers were having positive attitude towards inclusion had multiple focus areas or objectives. The two teachers with a positive attitude toward inclusion discussed multiple focus areas or objectives in respect to what they taught or thought is the goals of special needs education. In contrast, the two teachers with a negative attitude toward inclusion only presented a singular area of focus. In the case of students 20 (40%) of the total respondents argued that the teachers were including them in learning process so many teachers had the positive attitude. The parents also 6 (12%) of the total respondents proved this by arguing that the teachers had multiple focus objectives since they tend even to go to their pupils when they are at home so as to see their progress.

In relation to the previous research on regular classroom teachers’ attitudes towards inclusion has been investigated by many researchers.. The results of present study also revealed that female teachers showed more supportive attitudes towards inclusion than male teachers did and this was corresponding with the results reached by a study conducted in Saudi Arabia (Qaraqish, 2008).

4.5.2 Teachers with positive attitudes developed lesson plans that incorporated many different teaching strategies

The data collected from the respondents through questionnaires from teachers, and through interview and observation revealed that about 8 (16%) of the total teachers commented that when the teachers with positive attitudes develop lesson plans that incorporated many different teaching strategies. Both positive attitude teachers had lesson plans that considered the needs of all the children in the class. The teachers at Rahaleo described how their lesson plans helped them to individualize instruction and to provide accommodations that they thought the child with special needs might require. Incase of students 22 (44%) of the total number commented that the teachers do prepare the lesson plan as normal to them and fulfill it so the teacher in this case had positive attitudes. Finally 5 (10%) out of the total parents said that some of many of the teachers have positive attitudes towards the pupils with disabilities. But some of the parents were having negative attitude towards the pupils with disability by saying that those children can not understand when they are in the class, thus they had to leave them or take back to their home places.

4.5.3 Teachers with positive attitudes had completed training on teaching pupils with disabilities

The data collected from the respondents through questionnaires from teachers interview from and through observation revealed that about 8 (16%) of the total teachers revealed that the teachers with positive attitudes had completed training on teaching students with disabilities.Twenty 20 (40%) students of the total respondents revealed that many teachers who teach them were well trained and are happy to teach because a teacher who are not trained cannot teach them and might have negative attitude. Six 6 (12%) parents out of the total respondents said that the teachers with positive attitude do complete their training, though some of the teachers who are not well trained can have negative attitude. This causes the parents to delay from sending their children with disabilities to school particularly those stay in rural areas

Table 4.5. Attitudes of teachers towards teaching students with disabilities.

Attitudes of teachers towards teaching students with disabilities	Teachers	Parents	Pupils
Teachers with positive attitudes towards inclusion had multiple focus areas or objectives.	7	6	20
Teachers with positive attitudes developed written lesson plans that incorporated many different teaching strategies.	8	5	22
Teachers with positive attitudes had completed coursework and training on teaching students with disabilities	8	6	20

Source: Data field, 2017

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

The main purpose of this chapter is to make summary of the study based on the objectives of the study and make suggestions and recommendations for possible action and further research. This chapter therefore consists of four sections: the summary of the findings, conclusion, recommendation and suggestion for further research.

5.1 Summary of the findings

5.1.1 To Determine the Assistance Given to Disabled Learners in Learning Process

This objective intended to present the assistance given to disabled learners in learning process. The data under this objective were obtained through the questionnaires, interview and observation as viewed from the field which are provision of special education, adapting Instruction, Supplementary aids and Services, and provision of accommodations in large Assessments. In this objective the assistance given to disabled learners in learning process which was responded by may respondents is provision of accommodation to the children. Data revealed that about 42 (84%) of the total respondents where by 25 (50%) students 9 (18%) teachers and 8 (16%) parents commented on the issue of provision of accommodation to the disabled children like financial a HYPERLINK "http://www.mass.gov/eohhs/consumer/basic-needs/financial/"ssistance and food and n HYPERLINK "http://www.mass.gov/eohhs/consumer/basic-needs/food/"utrition, the programs that offer access to free or low cost food to help eligible people meet their basic need and stationeries.

5.1.2 To Examine the Approach And Methods Of Teaching Used By Teachers When Teaching Disabled Learners.

This objective intended to present the approach and methods of teaching used by teachers when teaching disabled learners. The data under this objective were obtained through the questionnaires, interview, documentary analysis and observation. The total of 50 respondents were involved in the data collection for this objective and revealed different methods and approaches used by the teachers these includes participatory method, question and answers, group discussion method, field visit (study tour), sports and games, pictures and drawing, role play

Through these data about participatory method was among of the approach and methods of teaching used by teachers when teaching disabled learners. From the data collected from the respondents in the field, it was revealed that about 45 (90%) of the total respondents whereas 28 (56%) students 9 (18%) teachers and 8 (16%) parents, who commented that Participatory method in disabled children’s education systems has advantages since it enhance self-esteem. When pupils realized that they have something positive they can contribute, they build their confidence and instilled with a sense of responsibility over their own social life.

5.1.3 To identify attitudes of teachers towards teaching students with disabilities.

This objective intended to present the attitudes of teachers towards teaching students with disabilities. The data under this objective were obtained through the questionnaires, observation sand interview. The total of 50 respondents were involved in the data collection for this objective, whereby the data obtained through questionnaires from 10 questionnaires from teachers, 30 questionnaires from students and 10 interview from parents. The themes revealed in the study includes teachers with positive attitudes developed lesson plans that incorporated many different teaching strategies, teachers with positive attitudes developed lesson plans that incorporated many different teaching strategies and teachers with positive attitudes had completed training on teaching pupils with disabilities

5.2 Conclusion

The findings of this study imply that the involvement of parents of children with disabilities in education should be encouraged to create more inclusive in centers and they should be involved in the implementation of such activities at any centre, public or privately owned. Formal support systems (for example, teachers, educational psychologists, district remedial tutors, coordinators, counselors, health officials, social welfare officers and others) are encouraged to explore more collaborative ways of providing special needs education within the context of regular early childhood education learning to gain new understandings about children with and without disabilities as well as how to accept a broader, more communal responsibility for the learning outcome of those learners.

5.3 Recommendations

Based on the results of the research questions the following recommendations were made:

The government, community and teachers should do the following.

• To provide more financial assistance to schools which have special units.

• To train more teachers on special need education so that they can be able to handle learners with special needs in integrated schools in case one is posted in such a school.

• To formulate clear policies on integration so that teachers can work on the basis of government policies even those who have no training on SNE.

• The community should respond positively towards the students with disabilities

• Ministry of education should prepare more adapted learning materials for learners with disabilities and distributes them to all integrated schools. This will give teachers more time to teach without wasting time on adapting the syllabus and have uniformity on what to teach in all integrated schools where there are students with disability.

• Teachers in schools with special units for learners with disability to be given constantly in-serviced to enhance their confidence of taking care of learners with disability. The school administration to allocate more time for teaching learners with disability since they do not learn at the same pace with other students.

• The school administration to ensure that teaching/learning materials are enough to be used by teachers.

• Ministry of Education to sponsor more workshops and seminars to be organized for teachers so that they can keep abreast with new trend in the field of teaching learners with Disabilities.

• The teachers in general be sensitized to develop a positive attitude towards learners with disabilities and importance of integrating these children in normal schools.

5.4 Suggestions for further study

Based on the findings of study, the following areas were recommended for further study:

• A study should be carried out in the perception of learners with special needs on integration into mainstream schools.

• A similar study should be replicated in another district to find out if the same

results will be obtained

• Finding out how useful the special needs education is to those who have

experienced it as opposed to those who have not gone through the system.

APPENDIX I: QUESTIONNAIRE FOR TEACHERS

Dear respondent:

The intent of this questionnaire is to gather the information about challenges facing disabled learners in teaching and learning process in primary school. It is expected that this research will guide policy formulators and service providers to improve the delivery of education services. The data will also be use to the district especially by the planning department and policy makers to make appropriate decisions that aimed at improving the general social service delivery systems.

You have been purposively selected for this research and your response to this study will enable the achievement of the above objectives. You are requested to answer the questions and assured that the answers will be strictly be kept confidentially and treated only for the academic purpose.

Instructions: Put a tick in the box below.

• For how long you have been teaching?

(a) 0 – 1 year [ ] (b) 1 – 5 year [ ] (c) 5 Onward [ ]

• Gender (a) Female [ ] (b) Male [ ]

• Level of education

(a) Certificate [ ] (b) Diploma [ ] (c) First Degree [ ] (d) Masters [ ]

• What support services are given to disabled learners? ………………………………………………………………………………………………………………………………………………………………………………………………

• What approach and method of teaching do teachers use to teach disabled learners? ................................................................................................................................................................................................................................................................................................

• What is your attitude towards teaching disabled learners? ………………………………………………………………………………………………………………………………………………………………………………………………

• What challenges do you face when teaching disabled learners?

• …………………………………………………………………………………………

• How do you overcome these challenges? ………………………………………………………………………………………………………………………………………………………………………………………………

• Is there any coordination between special needs teacher and other teachers?

If Yes, state how that coordination are beneficial to you ………………………………………………………………………………………………………………………………………………………………………………………………

If Not, what measures do you made to ensure there is coordination ………………………………………………………………………………………………………………………………………………………………………………………………

• Is there any coordination between parents and special needs teachers?

If Yes, how the coordination is beneficially to you to facilitate teaching process ………………………………………………………………………………………………………………………………………………………………………………………………

If not, what measures do you take to ensure there is coordination? ………………………………………………………………………………………………………………………………………………………………………………………………

• Is there any measure taken by the government to eradicate the challenges facing disabled learners in teaching and learning processing? Yes [ ], No [ ]. If yes mention them

• …………………………………………………………………………………………

• What do you think could be the solution to overcome the challenges facing disabled learners in teaching and learning process

a) …………………………………………………………………………………………

b) …………………………………………………………………………………………

c) …………………………………………………………………………………………

d) …………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION

APPENDIXII: QUESTIONNAIRE FOR STUDENTS

Instructions: Answer all questions

Put a tick (v) for correct information

• Personal Details

• Class (a) 5 [ ] (b) 6 [ ] (c) 7 [ ]

• Sex (a) Boy [ ] (b) Girl [ ]

• Academic Description

• To what extent do you feel safe at school?

• Bad [ ] (b) Moderate [ ] (c) Good [ ] (d) Very Good [ ]

• When facing challenges at school whom do you discuss with?

• Teachers [ ] (b) Parents [ ] (c) Counselor [ ] (d) Friend [ ]

• What do you think is the teacher’s attitudes towards disabled learners?

(a) Bad [ ] (b) Moderate [ ] (c) Good [ ] (d) Very Good [ ]

• Is there any conducive environment for learning? If is there, mention them?

• ………………………………………………………………………………………

• Is there any conducive environment for teaching? If is there, mention them?

• ………………………………………………………………………………………

• Which reasons affect teaching environment?

• ………………………………………………………………………………………

• Which reasons affect learning environment?

• ………………………………………………………………………………………

• What is your suggestion to the government towards eradication of such challenges?

• ………………………………………………………………………………………

• What is your suggestion to the government towards eradication of such challenges?

• ………………………………………………………………………………………

• What is your suggestion to the government towards eradication of such challenges?

• ………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION

APPENDIX III: INTERVIEW FOR THE PARENTS

• What kind of disability in your community?

• ………………………………………………………………………………………

• What type of disability in your family?

• ………………………………………………………………………………………

• Is there any challenge of teaching and learning environment in your community?

Yes [ ] No [ ]

• What are the causes of such challenges in the teaching and learning for disabled learners?

• ………………………………………………………………………………………

• What is your perception towards providing education to disabled learners? ……………………………………………………………………………………………………………………………………………………………………………………..

• What is your perception of your society towards giving education to disabled learners? ……………………………………………………………………………………………………………………………………………………………………………………

• Is there any relationship between special needs teachers and parents?

If Yes [ ], No [ ]

a) If yes, what kind of relationship is that? ……………………………………………………………………………………………………………………………………………………………………………………

b) If No, what measure have you take to ensure there is relationship between special needs teachers and parents? ……………………………………………………………………………………………………………………………………………………………………………………

• What efforts have you ever taken to assist disabled children?

• ……………………………………………………………………………………....

• ………………………………………………………………………………………

• Which measures have taken by the government or leaders to eradicate such challenges?

• ………………………………………………………………………………………

• What suggestions do you provide in order to eradicate the challenges facing disabled learners in teaching and learning process?

• ………………………………………………………………………………………

THANKS FOR YOUR COOPERATION

APPENDIX IV: TIME LINE

Year

Month

Activities

Research proposal writing and submission of full proposal

Data collection

Data analysis

Discussion with supervisor

Writing draft report

Discussion with supervisor

Writing final report

Submission of final report

Defense date

APPENDIX V: BUDGET

S/N	ITEM DESCRIPTION	QUANTITY	AMOUNT
1	WRITING THE PROPOSAL Ream paper Pens Ruler Note book Typing and printing Binding	1@10,000/= 10@200/= 1@500/= 1@5000/= 20,000/= 30,000/=	10,000/= 2,000/= 500/= 5,000/= 20,000/= 30,000/=
2	DATA COLLECTION Transport Accommodation (breakfast & lunch)	20,000/= 15,000/=	20,000/= 15,000/=
3	DATA PRESENTATION Electronic data processing Editing Photocopy	60,000/= 30,000/= 80,000/=	60,000/= 30,000/= 80,000/=
	TOTAL		607,500/=

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