The Academic Performance of Pupils with Autism and Pupils with Intellectual Impairment in Special and Inclusive Primary Schools in Tanzani

Mwamwaja, Peter Elisha (2019) The Academic Performance of Pupils with Autism and Pupils with Intellectual Impairment in Special and Inclusive Primary Schools in Tanzani. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.

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Abstract

In Tanzania, several initiatives have been made in establishing special and inclusive schools. The government and community at large show commitments in addressing the needs of pupils with disabilities including pupils with autism and the pupils with intellectual impairment. For learners with intellectual impairment the curriculum of 2008 in primary school was investigated. The question that arises is whether pupils with autism and pupils with intellectual impairment in special and inclusive classrooms in Tanzania perform well academically. It is on this premise that the current study was based. The study intended to assess performance of pupils with autism and pupils with intellectual impairment in special and inclusive classrooms in Tanzania. The study examined teaching and learning resources and teaching and learning approaches for pupils with autism and pupils with intellectual impairment. This study also explored teachers’ views on teaching and learning of pupils with autism and pupils with intellectual impairment. The study was guided by the Stimulus Control Theory. The study employed mixed methods research approach with a quasi-mixed design within mixed methods approach. Five inclusive primary schools were purposively chosen from two regions in Tanzania Mainland. There were 69 participants, including 19 special needs education teachers, and 21 pupils with autism and 29 pupils with intellectual impairment. Data were collected using interviews and pupils’ assessment tool. Statistical Package for Social Sciences (SPSS) version 20 was used during data analysis. The paired t-test and chi-square were used to establish differences in pupils’ academic performance. The data on teaching-learning resources and approaches and teachers’ views were analysed qualitatively. The findings revealed that both pupils with autism and pupils with intellectual impairment performed lower level academic tasks. Further, pupils with intellectual impairment performed relatively higher in all selected tasks (number, communication and vocational skills) comparing to pupils with autism. The study also revealed that teaching and learning resources for pupils with autism and intellectual impairment in all the sampled primary schools were inadequate and less appropriate. In light of the findings of this study, it was concluded that pupils with autism and pupils with intellectual impairment managed to perform tasks involving low level of thinking. As such, some deliberate efforts are required for enabling them to acquire competencies as outlined in the curriculum for pupils with autism and pupils with intellectual impairment. This study, therefore, recommends for the deployment of more special education teachers and an increase in facilitation of teaching and learning processes for pupils with autism and pupils with intellectual impairment so that they can acquire knowledge and skills for them to live independent lives.

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