Availability of Teaching and Learning Facilities that Support Inclusive Education in Public Primary Schools in Morogoro Municipality, Tanzania

Abstract

This study examined the availability of teaching and learning facilities that support inclusive education in selected public primary schools in Morogoro Municipality. The study assessed whether existing resources adequately encounter the requirements for learners with diverse learning abilities. Study done under a Mixed-Methods Approach, using Questionnaires, Interviews and Focus Group Discussion to gain information’s of a simple size of 30 teachers, 03 headteachers and 50 pupils selected from sampled schools. Data stayed analyzed under descriptively with Statistical Package for the Social Sciences version 20to develop quantitative data, also thematically in developing qualitative data. Study discovered the availability of teaching and learning facilities that support inclusive education in public primary schools. e.g., The findings indicates that while some inclusive facilities such as ramps and special desks are present in a few schools, most lack essential resources including ramps, special desks, assistive devices like teaching aids for learners with disabilities and adequately teachers trained personnel. The study underscores about the accessibility of inclusive teaching and learning resources remains insufficient, thereby hindering the active implementation of inclusive instruction. This study contributes to understanding the requirement for increased investment in inclusive infrastructure, assistive devices like hearing aids, funding, unremitting professional growth for educators to foster genuinely all-encompassing learning environment, and consistent monitoring by education authorities.