Inclusive Education in Tanzanian Primary Schools: Practices and Challenges for Children with Disabilities

Inclusive education aims to integrate children with disabilities into mainstream primary schools in Tanzania, aiming for equitable educational opportunities. The study employed a mixed-methods approach combining qualitative interviews with quantitative surveys of teachers and parents to assess inclusivity levels and barriers. Findings indicate that while over 80% of primary schools have implemented inclusive education policies, only about half report actively engaging disabled students in classroom activities (n=250). Inclusive education remains a work in progress with significant disparities between policy and practice. Teachers require more training on disability awareness and support strategies to enhance inclusivity.