Implementation Status of Inclusive Education in Selected Public Primary Schools in Mbeya City, Tanzania

This article examines the implementation status of inclusive education in two selected public primary schools in Mbeya City, Tanzania. It draws on the first specific objective of a broader study on the implementation and effectiveness of inclusive education. The article was guided by the Social Model of Disability, which directs attention to barriers created by school environments, institutional arrangements, teaching systems, and social attitudes rather than locating disability only within the learner. The study adopted an interpretivist paradigm, a qualitative approach, and a case study design involving Mwenge Primary School and Itiji Primary School. The detailed methodology and findings sections of the parent study report 40 participants, comprising 25 teachers, 10 pupils, 2 head teachers, 2 Ward Education Officers, and 1 District Education Officer. The parent study reports purposive, snowball, multistage, and simple random sampling procedures at different levels of selection. Data were collected through interviews and observation and analysed thematically. Findings show that the two schools enrol learners with varied educational needs, including physical, hearing, visual, intellectual, speech, cerebral palsy, autism-related, and learning difficulties. However, implementation remains partial because some learners continue to learn in separate classrooms under specialised teachers. Teachers use group work, peer learning, demonstrations, repetition, question-and-answer techniques, and individual support to improve participation. The schools also have some specialised materials, ramps, accessible pathways, adapted classroom arrangements, and leadership support, although these provisions remain insufficient. The article concludes that inclusive education is present in the two case-study schools but has not yet reached full classroom inclusion. Stronger teacher preparation, adequate specialised materials, improved accessible infrastructure, reduced classroom congestion, and sustained school leadership and government support are required.

inclusive education, implementation status, special educational needs, primary schools, Social Model of Disability, Mbeya City, Tanzania

1. Babbie, E. R. (2013). The practice of social research (13th ed.). Wadsworth Cengage Learning. [Google Scholar] [Crossref]

2. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. [Google Scholar] [Crossref]

3. Kothari, C. R. (2014). Research methodology: Methods and techniques (2nd ed.). New Age International Publishers. [Google Scholar] [Crossref]

4. Laiser, M. L., Msoroka, M. S., & Shavega, T. J. (2024). Assessment of reasonable accommodations and adaptations for learners with autism spectrum disorders in inclusive elementary schools of Tanzania. Huria: Journal of the Open University of Tanzania, 31, 1–18. https://doi.org/10.61538/huria.v30i1.1475 [Google Scholar] [Crossref]

5. Ministry of Education, Science and Technology. (2023). Education and Training Policy 2014 (2023 ed.). Government of Tanzania. [Google Scholar] [Crossref]

6. Mwambe, Z., & Mrema, K. J. (2024). Constraints in the implementation of inclusive education in public primary schools in Njombe Town Council, Tanzania. Huria: Journal of the Open University of Tanzania, 31, 19–36. https://doi.org/10.61538/huria.v30i1.1481 [Google Scholar] [Crossref]

7. Philip, E. M., & Mrisho, A. S. (2025). The role of teachers in enhancing inclusive education in Zanzibar. Journal of Issues and Practice in Education, 17, 20–34. https://doi.org/10.61538/jipe.vi17.1612 [Google Scholar] [Crossref]

8. Possi, M. K., & Milinga, J. R. (2017). Special and inclusive education in Tanzania: Reminiscing the past, building the future. Educational Process: International Journal, 6(4), 55–73. https://doi.org/10.22521/edupij.2017.64.4 [Google Scholar] [Crossref]

9. Robertson, Z. S., & Jaswal, V. K. (2024). Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability. Cognitive Development, 70, 101435. https://doi.org/10.1016/j.cogdev.2024.101435 [Google Scholar] [Crossref]

10. Sarton, E., & Smith, M. (2018). The challenge of inclusion for children with disabilities: Experiences of implementation in Eastern and Southern Africa. UNICEF Eastern and Southern Africa Regional Office. [Google Scholar] [Crossref]

11. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO. [Google Scholar] [Crossref]

12. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO. https://doi.org/10.54676/JJNK6989 [Google Scholar] [Crossref]

13. United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations. [Google Scholar] [Crossref]

14. United Nations Educational, Scientific and Cultural Organization. (2009). Policy guidelines on inclusion in education. UNESCO. [Google Scholar] [Crossref]

15. Yang, L., & Lin, Z. (2025). The re-imagined social model: The disabling space of disabled people during the pandemic. Disability & Society, 40(3), 660–679. https://doi.org/10.1080/09687599.2023.2295215 [Google Scholar] [Crossref]

16. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

17. Zaks, Z. (2024). Changing the medical model of disability to the normalization model. Disability & Society, 39(12), 3233–3260. https://doi.org/10.1080/09687599.2023.2284721 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study