Secondary School Teachers’ Self-Assessment of Knowledge and Skills in Teaching Students with Disabilities in Tanzania

Maguga, Agnes Samwel (2013) Secondary School Teachers’ Self-Assessment of Knowledge and Skills in Teaching Students with Disabilities in Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study aimed to examine the Secondary School teachers self-assessment of knowledge and skills in teaching students with disabilities in Ilala Municipality. The sample comprised of 100 secondary school teachers with varied teaching experiences and experiences of teaching children with disabilities from Ilala Municipality in Dares- Salaam Tanzania. One girl’s secondary school, one boy’s secondary school and one co-education secondary school enrolling children with disabilities were involved in the study. The study was survey descriptive research as surveyed teachers knowledge and experiences using a questionnaire with both closed and open ended questions. The closed and Liker-scale questions were analysed using statistical software (SPSS version 19) and some data were analysed using content analysis. The findings indicate that teachers in secondary schools have limited knowledge and skills in supporting children with disabilities enrolled in secondary schools. Teachers lacked skills in sign language, using Braille machines and in managing classes with diverse learners. These findings show that teachers have less ability in creating an inclusive classroom. On the basis of the findings, there is a need therefore for the government and development partners to provide support in improving availability of teaching and learning materials and in service training among secondary schools teachers. On the whole, community need to be made aware of the importance of inclusive education while implementing national strategies like the National Strategy in Inclusive Education 2009 – 2017 that already exists.

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