XXVI Congreso Internacional sobre Aprendizaje

Abstract

The purpose of this paper is to share a proposal for research that seeks to identify and examine examples of effective inclusive education practice at one school in Tanzania. Effective inclusive practice is defined using the objectives and strategies outlined in the country’s comprehensive inclusive education plan, the National Strategy on Inclusive Education report. Since the publication of this document in 2009, many children with disabilities remain under enrolled in Tanzania’s primary and secondary schools. According to a United Nations report, children with disabilities represented approximately 8% of Tanzania’s resident population in 2011, yet they accounted for less than 1% of all attendees at the primary level. Similarly, at the secondary level, boys with disabilities represented 0.3% of those enrolled whereas girls accounted for only 0.25%. Compounding the problem is the fact that there is still no national system in place to facilitate identification and assessment of children with disabilities (UNICEF, n.d.). Many research studies identify barriers to inclusive education in Tanzania, but few examine how schools, despite substantial challenges and barriers, are working toward effective inclusive education practice. Because this research seeks to document effective inclusive education practice and identify the factors that support such practice, it will hold implications for educators and school administrators working toward equitable and inclusive education practices within their own schools. The proposal is a work currently in progress. I will share aspects of the proposal and literature review.