Challenges Associated with Inclusive Education for Students with Special Educational Needs and Disabilities in Selected Public Secondary Schools in Northern Unguja, Zanzibar, Tanzania
Hamid Othman Khamis *
Jordan University College, A Constitute of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Reginald Lyamuya *
Jordan University College, A Constitute of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Onesmo Amos Damka *
Jordan University College, A Constitute of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
This study examined reported challenges associated with inclusive education in selected public secondary schools in Northern Unguja, Zanzibar, Tanzania. A pragmatist, convergent mixed-methods approach was described for 210 participants from 12 schools: 76 teachers, 12 heads of school, two educational officers, and 120 students. Teacher questionnaires provided the quantitative results (n = 76), while interviews with school leaders and education officers and focus-group accounts from students contributed qualitative perspectives. Descriptive frequencies and mean scores were reported, alongside an instrument-level Cronbach's alpha of 0.88. Across ten five-point items, combined agreement ranged from 67.1% to 78.9%; the largest proportions concerned teacher collaboration (78.9%), accountability for individualized support (77.6%), and universal design for learning (76.3%). Because several item labels do not specify whether an educational condition is present or deficient, these responses reflect endorsement of inclusion-related topics rather than independently verified prevalence of barriers. Qualitative accounts described perceived gaps in accessible infrastructure, assistive-device maintenance, classroom planning, teacher collaboration, assessment adjustments, and administrative follow-through. Taken together, the findings identify concerns raised by participating stakeholders, not independently established institutional failure or causal effects on student outcomes. Context-specific efforts to improve accessible environments, practical teacher support, assistive technology, and monitoring of individualized provision merit further investigation.
Keywords: Inclusive education, students with disabilities, Northern Unguja, universal design for learning, teacher collaboration, assistive technology