Effectiveness of Inclusive Teaching Strategies in Improving Students’ Academic Achievement in Primary Schools in Makambako Town Council, Tanzania

This study assessed the effectiveness of inclusive teaching strategies in improving students’ academic achievement in primary schools in Makambako town council. A mixed research approach embedded on the convergent design was adopted under pragmatism philosophy. Data were collected through questionnaires, semi-structured interviews, focused group discussions, observation guides, and documentary reviews from a sample size of 54 respondents. Data were analyzed descriptively using SPSS version 20 and thematically to enrich quantitative and qualitative information. The study revealed the inclusive teaching and learning strategies used in primary schools were observed in educators than in the Organization of Education. The study concludes that teaching in inclusive classrooms needs to observe stipulated strategies. Consequently, the study recommended the government should propose compulsory special needs education to all teachers when they are pursuing their studies in college. Additionally, the school administrations should put more effort into making sure they eliminate any kind of constraints that can hinder the strategies of teaching and learning in inclusive classrooms.