Exploring Classroom Teachers' Awareness of Pupils with Learning Disabilities: Focusing on Public Primary Schools in Tanzania

Abstract

This study explored the presence of pupils with learning disabilities in regular primary schools and whether or not the classroom teachers were aware of their presence. Data were collected using questionnaires, classroom observation guide, interview schedules, and documentary review checklist. Based on exploratory research design, the study was guided by the Activity theory. A sample of 200 participants was drawn out of 11,304 eligible persons (100 pupils out of 10,000 eligible children and 100 teachers out of 1304 in public schools). The collected data were analyzed thematically. The descriptive statistics used included frequencies, means, charts, and tables.  Indeed, 15% of pupils in regular schools have learning disabilities even though few teachers were aware of their presence and how to provide appropriate instruction for their learning. This is higher than 10-12% portrayed in the existing literature.

Keywords: special needs education, learning disabilities, learning difficulties, disabilities, impairment, and inclusive education.