Inclusive Practices and Teacher Preparation to Educate Students With Disabilities in Tanzania

• In Event: Poster Session 12
  In Poster Session: Higher Education, Professional Education, and International Lenses

Abstract

This session presents results from a mixed-method investigation designed to gain an understanding of the perceptions of special education teacher education candidates at Sebastian Kolowa Memorial University in Tanzania on educating students with disabilities. Participants reported that both special and general education teachers need to know how to teach students with disabilities. Heterogeneous classes, differentiating instruction, and collaboration were supported inclusive practices. Participants had limited knowledge on the level of support and planning for inclusive education from current (a) teachers (b) school administration, and (c) local community members. This investigation is viewed as a positive contribution to enhancing awareness on inclusive practices in teacher preparation, administration leadership, and community attitudes for student with disabilities in Tanzania. Follow-up is recommended.

Author

• Laura M. Frey, Central Michigan University