The Level of Teachers’ and Students’ Understanding and Acceptability of Inclusive Education in Public Schools in Zanzibar

Ali, Ali Makame (2015) The Level of Teachers’ and Students’ Understanding and Acceptability of Inclusive Education in Public Schools in Zanzibar. Masters thesis, The Open University Of Tanzania.

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Abstract

The objective of the study was to assess the level of teachers’ and students’ understanding and acceptability of inclusive education in public schools in Zanzibar. The sample of the study was 217 out of 246 expected respondents, 30 teachers, six (6) Head teachers and two hundred and ten (210) students. The study utilized a case study approach to assess the level of teachers’ and students’ understanding and acceptability of inclusive education and support services to the students with disabilities in public schools in Zanzibar. The study employed positivism paradigm in primary data collection. Statistical Package for Social Sciences (SPSS) software was used in data analysis based on Linkert Scale model for questionnaires and content method for analysing interview questions. The major findings indicated that the level of teachers’ and students’ understanding about the concept inclusive education in public schools in Zanzibar is very high (85%). The study also found that inclusive education in public schools in Zanzibar is highly accepted by teachers and students. By 84% of respondents accept the concept of inclusive education. Moreover, the study found that students with disabilities accessed high (79%) level of support services and resources to the children with disabilities in their studies in public schools in Zanzibar. Hence, the study recommends that there is a great need for the Revolutionary Government of Zanzibar and its related institutions, Non-Government Organizations (NGOs), Agencies, individual scholars and all educational stakeholders to conduct extensive research in this field especially rural area.

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