Inclusive Education Initiative on Academic Performance in Public Primary Schools: A Case of Rorya District, Tanzania.

Murimi, Ayoub Samson (2025) Inclusive Education Initiative on Academic Performance in Public Primary Schools: A Case of Rorya District, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

The study examined the impact of inclusive education initiatives on the academic performance of pupils with special needs in public primary schools in Rorya District, Tanzania. Guided by Vygotsky‘s Sociocultural Theory, it explored influencing factors, identified current, and examined challenges in implementation. A qualitative case study design was employed, using semi-structured interviews with 14 purposively selected participants, including school administrators, teachers, parents, pupils with special needs, and education officers. Findings showed that teacher preparedness, resource availability, infrastructure, and societal attitudes strongly influence inclusive education. Positive initiatives such as teacher training, policy application, and stakeholder awareness were noted. However, challenges persist, including inadequate funding, poor infrastructure, stigma, and limited parental involvement. The study concludes that inclusive education remains inconsistently implemented and often falls short of policy expectations. Sustainable inclusion requires systemic reform, accessible infrastructure, continuous teacher training, and supportive community attitudes. Bridging the policy-practice gap demands stronger government funding, family engagement, and stakeholder collaboration. The study offers practical insights for building an equitable system where no learner is left behind. Keywords: Education, Academic Performance, Public Primary Schools, School.

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