Readiness of Special Education Teachers to Implement Inclusive Education: A Case Study of Selected Public Primary Schools in Arusha City Council.

Charles, Goodhope (2025) Readiness of Special Education Teachers to Implement Inclusive Education: A Case Study of Selected Public Primary Schools in Arusha City Council. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined the readiness of teachers trained in special education to implement inclusive education in selected public primary schools in Arusha City Council, Tanzania. Guided by Readiness Theory, which emphasizes that successful change requires both individual commitment and systemic support, the study explored three specific objectives: (i) to identify determinants influencing teachers’ implementation of special education training in inclusive classrooms; (ii) to examine factors facilitating or hindering successful inclusion of children with special needs; and (iii) to investigate the contribution of parents of pupils with disabilities to inclusive practices. A descriptive case study design employing a mixed-methods approach was adopted, involving 50 participants including teachers, parents, education officers, and quality assurance officers. Data were collected through questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Findings revealed that while teachers demonstrated attitudinal readiness and foundational knowledge for inclusive education, their functional readiness was constrained by inadequate in-service training, limited teaching resources, and weak systemic support. Parental involvement was found to be significant in enhancing inclusive practices, though hindered by stigma and socio-economic barriers. The study concludes that achieving inclusive education requires strengthening teacher professional development, improving resource allocation, and fostering school–parent collaboration. By applying Readiness Theory, the study highlights the multidimensional nature of readiness, showing that inclusive education can only succeed when individual teacher motivation is matched with supportive organisational structures.

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