ACCEPTABILITY OF INCLUSIVE EDUCATION AMONG TEACHERS AND STUDENTS IN MWANZA

Abstract

The objective of the study was to examine the level of teachers’ and students’ acceptability of inclusive education in public schools in Mwanza. The sample of the study was 236 respondents comprising of 200 students, thirty teachers and six head teachers. The study utilized a case study approach to assess the level of teachers’ and students’ understanding and acceptability of inclusive education and support services to the students with disabilities in public schools in Mwanza. Mean and percentage in Statistical Package for Social Sciences (SPSS) software was used in data analysis based on Likert Scale model for questionnaires. The major findings indicated that inclusive education in public schools in Mwanza is highly accepted by teachers and students. By 84% of respondents accept the concept of inclusive education. Moreover, the study found that students with disabilities accessed high (79%) level of support services and resources to the children with disabilities in their studies in public schools in Mwanza. Hence, the study recommends that there is a great need for the Revolutionary Government of Mwanza and its related institutions, Non-Government Organizations (NGOs), Agencies, individual scholars and all educational stakeholders to conduct extensive research in this field especially rural area.

The objective of the study was to examine the level of teachers’ and students’ acceptability of inclusive education in public schools in Mwanza. The sample of the study was 236 respondents comprising of 200 students, thirty teachers and six head teachers. The study utilized a case study approach to assess the level of teachers’ and students’ understanding and acceptability of inclusive education and support services to the students with disabilities in public schools in Mwanza. Mean and percentage in Statistical Package for Social Sciences (SPSS) software was used in data analysis based on Likert Scale model for questionnaires. The major findings indicated that inclusive education in public schools in Mwanza is highly accepted by teachers and students. By 84% of respondents accept the concept of inclusive education. Moreover, the study found that students with disabilities accessed high (79%) level of support services and resources to the children with disabilities in their studies in public schools in Mwanza. Hence, the study recommends that there is a great need for the Revolutionary Government of Mwanza and its related institutions, Non-Government Organizations (NGOs), Agencies, individual scholars and all educational stakeholders to conduct extensive research in this field especially rural area.