Contents

Abstract..........................................................................................................................................................................1
CHAPTER ONE...........................................................................................................................................................2
1.0 INTRODUCTION...................................................................................................................................................2
1.1 General Introduction..................................................................................................................................2
1.2 Background to the Problem...........................................................................................................................2
1.3 Statement of the Problem......................................................................................................................................2
1.4 General Objectives of the Study....................................................................................................................3
1.5 Specific Objectives of the study....................................................................................................................3
1.6 Research Questions...............................................................................................................................................3
1.7 Significance of the Study......................................................................................................................................3
CHAPTER TWO..........................................................................................................................................................4
1.0 LITERATURE REVIEW.......................................................................................................................................4
2.1 Introduction.................................................................................................................................................4
2.2 Educational Inclusion.........................................................................................................................................4
2.3 Benefits of Inclusion............................................................................................................................................4
2.4 Concept of Teaching and Learning Resources.................................................................................................5
2.5 Teaching and Learning Resources and Performance......................................................................................5
2.6 Influence of availability of Teaching and Learning Materials on Learners’ Performance.........................6
2.7 Availability of Teaching and Learning Resources for the Implementation of Inclusive Education...........6
CHAPTER THREE......................................................................................................................................................7
3.0 METHODOLOGY..................................................................................................................................................7
3.1 Research Design..................................................................................................................................................7
3.2 Target Population...............................................................................................................................................7
3.3 Sample Size and Sampling Procedure...............................................................................................................7
3.3.1 Sample Size...................................................................................................................................................7
3.3.2 Sampling Procedure.....................................................................................................................................7
3.3.3 Instruments for Data Collection.................................................................................................................7
3.4 Data Collection and Analysis Procedure..........................................................................................................7
CHAPTER FOUR...........................................................................................................................................................8
4.0 DATA PRESENTATION, ANALYSIS AND DISCUSSION.................................................................................8
4.1 Gender of Respondents.......................................................................................................................................8
4.2 Work Experience.................................................................................................................................................8
CHAPTER FIVE...........................................................................................................................................................9
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..............................................................................9
5.1 Introduction.................................................................................................................................................9
5.2 Conclusion............................................................................................................................................................9
5.3 Recommendations of the Study.........................................................................................................................9
REFERENCES............................................................................................................................................................10
Abstract
Inclusive education is a process of adjusting the home, school and the larger community to accommodate persons
with special needs. In respect to Secondary school learners, it is a means by which centers accommodate all learners
regardless of their physical, intellectual, social, emotional, linguistic challenges. UNICEF notes that some 150
million children with disabilities lack access to child care services, schools, recreation and other social services, and
are likely to remain illiterate and untrained, ultimately unable to join the labor force. Children with special needs are
still perceived negatively by society. Most of the learners with special needs do not enroll in Secondary school
centers in areas of Tanzania and if enrolled, they drop out before the year ends as per the report from Education
Office.
The study aimed at finding out whether availability of teaching and learning resources influenced implementation of
inclusive education in Secondary school Centers in areas of Tanzania. Efforts have been made to integrate the
learners with special needs although the programme has encountered a lot of challenges; policies have been put in
place to provide for the achievement of universal education and the realization of vision 2030. However, Inclusive
education experiences a pyramid of challenges at secondary school level in the world and Tanzania The study
employed descriptive survey research design. The target population was 134 head teachers in 134 Secondary school
centers, 402 Secondary school teachers, 12 Education officers and 938 Secondary school parents in Areas of
Tanzania. Sample size was 40 Secondary school centers and 40 head teachers which were randomly sampled to
represent 30% of the centers. Further, 134 secondary school teachers and 270 Secondary school parents were
sampled through stratified random sampling and 12 Education Officers sampled by census sampling. Data was
collected using questionnaires and observation checklists. Descriptive statistics of means, percentages and weighted
averages was used in analyzing the data. Findings revealed that there were inadequate teaching and learning
resources at Secondary school centers in Areas of Tanzania. 78 percent of the respondents revealed that inadequate
resources affected the implementation of inclusive education. The study recommends that adequate teaching and
learning resources should be provided to ensure effective implementation of inclusive education and more funds to
be allocated for procuring teaching and learning materials for Special Needs Education (SNE) learners.
CHAPTER ONE
1.0 INTRODUCTION
1.1 General Introduction

1.2 Background to the Problem

According to Owoko (2010), the term resources refers not only to teaching methods and materials but also the time
available for instruction, the knowledge and skills of teachers acquired through training and experience. Teaching
pupils with special needs in the inclusive classroom deviates from the “regular” programme. Pupils with special
needs may require more instruction time, other learning methods and professional knowledge. This can be achieved
by an increase in resources or by re-arranging available resources. Children with special needs are not required to
meet the classroom standards rather the classroom meets the individual needs of all children (Bargsma, 2000). Puri
and Abraham (2004) argues that school management and teachers should make efforts to identify and attend to
learners with special learning needs for instance dietary needs especially schools.
Oyugi and Nyaga (2010) note that teaching and learning resources include; peripatetic services, support staff (sign
language interpreters and Braille transcribers), community involvement, regular and special teachers among others.
Inadequate trained special education teachers and professional’s acts as an obstacle to implementation of inclusive
education (Kochung, 2011).
Instructional methods, examination systems and rigid curriculum are some of the barriers to implementation of
inclusive education in schools centres in Tanzania Implementing successful inclusive education often requires
adequate support human resource, teaching and learning resources. Teachers frequently feel there is lack of human
resources, teaching and learning facilities; this poses great barriers to implementing successful inclusion (Crawford,
2004).
Smith and Sutherland (2006) explained that availability of teaching and learning materials, resource centers attached
to ordinary schools, teachers’ attitudes towards inclusion of children with special needs are most important for
success or failure of implementing inclusive education. Environments where education institutions are situated are
not disability friendly and the facilities within the community are inaccessible.
1.3 Statement of the Problem
Children with special needs are perceived negatively by society; in that, most learners do not enroll in school centers
since they are neglected group whose value to economic development is minimal or not existing. Therefore, using
resources on them is like doing a lot of wastage without the realization that “Disability is not inability”. Several
factors have been identified to affect the implementation of Inclusive education in schools centers, these include
limited resources and poor implementation strategies (Fullan 2003). This study therefore, sought to examine
influence of teaching and learning materials for the implementation of Inclusive education in mundemu secondary
school.

1.4 General Objectives of the Study

To examine the availability of Teaching and Learning Resources for the Implementation of Inclusive
Education among Tanzania secondary school.

1.5 Specific Objectives of the study

i. To examine adequate of Teaching and learning materials and resources in mundemu secondary school
ii, To examine the lack of government support to procure the required resources for students in mundemu secondary
school.

1.6 Research Questions

i, There is adequate of Teaching and learning materials and resources in mundemu secondary school?
ii, The school lack government support hence they are unable to procure the required resources to the students

1.7 Significance of the Study

CHAPTER TWO
1.0 LITERATURE REVIEW

2.1 Introduction

2.2 Educational Inclusion

Inclusive education is more than mainstreaming. Mainstreaming implies that a student from a separate special
education class visits the regular classroom for specific, usually non-academic, subjects. Inclusion is an educational
process by which all students, including those with disabilities, are educated together for all, or at least most, of the
school day. Generally 80% or more of the day is what is considered inclusion by proponents-a majority could be
anything more than 50%. With sufficient support, students participate in age-appropriate, general education classes
in their neighborhood schools.
Inclusion is a philosophy of education based on the belief in every person's inherent right to fully participate in
society. Inclusion implies acceptance of differences. It makes room for the person who would otherwise be excluded
from the educational experiences that are fundamental to every student's development.
When inclusion is effectively implemented, research has demonstrated academic and social benefits for all students:
both those who have special needs as well as typical students. Friendships develop, nondisabled students are more
appreciative of differences and students with disabilities are more motivated. True acceptance of diversity ultimately
develops within the school environment and is then carried into the home, workplace and community Elweke and
Rodda, 2002; Stough, 2003.

2.3 Benefits of Inclusion

A number of studies over the years have reported the various benefits of inclusive education. In 1996, the National
Down Syndrome Society published a research report on the inclusion of children with Down syndrome in general
education classes. After analyzing and comparing extensive parent and teacher questionnaires, this study found that
with proper support and adequate communication between parents, teachers and professionals, inclusion is a
favorable educational placement for children with Down syndrome. The study also found that the learning
characteristics of students with special needs were more similar to their nondisabled peers than they were different.
Moreover, teachers reported positive experiences with students with Down syndrome. They described their students
as eager to learn, especially when encouraged, and reported personal satisfaction in terms of their professional
achievements.
Literature documenting successful inclusion practices is significant and growing. An analysis by Baker, Wang and
Walberg in 1994 concluded that "special-needs students educated in regular classes do better academically and
socially than comparable students in non-inclusive settings." Research also found inclusion was not detrimental to
students without disabilities 3. In fact, a national study of inclusive education conducted in 1995 by the National
Center on Educational Restructuring and Inclusion (NCERI) reported academic, behavioral and social benefits for
students with and without disabilities, This and other research has highlighted improved academic skills, social
skills, communication skills and peer relationships as four of the most important benefits of inclusion. Nondisabled
students can serve as positive speech and behavior role models for those with disabilities and students with
disabilities offer their nondisabled peers acceptance, tolerance, patience and friendship. As allies and friends, peers
can offer support both in and out of the classroom. These findings show that everyone involved in inclusive
schooling can benefit from the experience.
Inclusive education has also been shown to have a positive impact on employment outcomes. A 1988 study by
Affleck et al., spanning fifteen years, found that students with disabilities educated in inclusive settings had an
employment rate of 73 percent while those in segregated programs had an employment rate of 53 percent. Ferguson
and Asch (1989) found that the more time students with disabilities spent in regular classes, the more they achieved
as adults in employment and continuing education. In its 1997 annual report to Congress, the US Department of
Education noted: "across a number of analyses of post-school results, the message was the same: those who spent
more time in regular education experienced better results after high school." As nearly all employment settings are
themselves inclusive, involving people with and without disabilities, it is easy to imagine why inclusive education
has a positive impact on employment outcomes.
2.4 Concept of Teaching and Learning Resources
Adequacy of teaching and learning resources refers to satisfactory or acceptable quality and quantities of material
resources, physical facilities and human resources. According to DFID (2007), adequacy of instructional materials
such as textbooks which is the main instruction material is the most cost effective input affecting student
performance. In this context adequate supply is usually assumed to be a minimum of one textbook per three
students, and at primary level enough reading books so that every child has the opportunity to read at least one new
book every week.

2.5 Teaching and Learning Resources and Performance

Teaching and learning resources comprises basically three components: material resources, physical facilities and
human resources (DFID, 2007) Studies done in the past with regard to availability of teaching and learning
resources in education reveal that teaching and learning resources are not always available in schools. This
inadequacy of teaching and learning resources has been of serious concern to educators. According to Lyons (2012)
learning is a complex activity that involves interplay of students’ motivation, physical facilities, teaching resources,
and skills of teaching and curriculum demands. Availability of teaching and learning resources therefore enhances
the effectiveness of schools as they are the basic resources that bring about good academic performance in the
students. The necessary resources that should be available for teaching and learning include material resources,
human resource such as teachers and support staff and, physical facilities such as laboratories, libraries and
classrooms.
Teaching and learning resources help improve access and educational outcomes since students are less likely to be
absent from schools that provide interesting, meaningful and relevant experiences to them. These resources should
be provided in quality and quantity in schools for effective teaching-learning process. Several studies have been
conducted on the impact of instructional materials on education. Momoh (2010) conducted a research on the effects
of instructional resources on students’ performance in West Africa School Certificate Examinations (WASCE).

2.6 Influence of availability of Teaching and Learning Materials on Learners’

Performance
Material resources include textbooks, charts, and maps, audiovisual and electronic instructional materials such as
radio, tape recorder, television and video tape recorder. Other category of material resources consist of paper
supplies and writing materials such as pens, eraser, exercise books, crayon, chalk, drawing books, notebooks, pencil,
ruler, slate, workbooks and so on (Atkinson, 2000).
Adeogun (2001) discovered a very strong positive significant relationship between instructional resources and
academic performance. According to Adeogun, schools endowed with more materials performed better than schools
that are less endowed. This corroborated the study by Babayomi (1999) that private schools performed better than
public schools because of the availability and adequacy of teaching and learning materials. Mwiria (1985) also
supports that students performance is affected by the quality and quantity of teaching and learning materials.
2.7 Availability of Teaching and Learning Resources for the Implementation of
Inclusive Education
Puri and Abraham (2004) emphasize that classroom need to be colourful, interesting, for learners to feel enthusiastic
about coming to pre-school centres. For easy access, ramps (for children with physical disabilities), hand-rail (for
children with visual impairment), Braille for reading and writing and wheelchairs are needed. A mug and a bucket of
water too may be kept outside the classroom to ensure that learners maintain basic hygiene by washing their hands
after playing outside. Eleweke and Rodda (2002) noted that social facilities to accommodate learners with special
needs are often non-existent or inadequate in many institutions. Few facilities may be found within the urban centres
but none in rural areas.

CHAPTER THREE
3.0 METHODOLOGY
3.1 Research Design
The study employed descriptive survey research design.

3.2 Target Population

The target population was 1486 individuals from where a sample of 453 was drawn. According to records in the
Sub-County Education office, there are 12 Education officers, 134 head teachers, 402 pre-school teachers and 938
pre-school parents giving a target population of 1486.

3.3 Sample Size and Sampling Procedure

3.3.1 Sample Size

The sample size for the study was determined using Mugenda & Mugenda’s 30% rule for sample size determination.
Applying the rule to the total population of 1486 arriving at a sample size of 453 respondents.

3.3.2 Sampling Procedure

The mini researcher used census sampling for education officers and random sampling for head teachers and
preschool teachers and school committee members. The study sample was determined by 30% formula for sample
size determination according to Mugenda and Mugenda (2003). The Sub-County has 134 schools and from the
schools the mini researcher randomly sampled 40 schools, arriving at a sample size of 453 individuals.

3.3.3 Instruments for Data Collection

Structured and semi structured questionnaires and observation checklists were used to collect data.
3.4 Data Collection and Analysis Procedure
The mini researcher got a research permit from National Commission for Science, Technology and Innovation
(NACOSTI). The mini researcher did self-introduction to intended respondents and sought permission to administer
the questionnaires. The mini researcher notified the respondents of the intention to conduct the study during the visit
in order to gain their confidence to provide information needed.
Descriptive statistics are invaluable in generalizing the sample data in such a way as to portray the typical
respondent and to reveal the general pattern of responses (Burns et al., 2003). It is useful for the purpose of
communication efficiency to present the finding by using both statistical techniques (frequency distribution table).
The study used descriptive statistics to analyze data including means, percentages and weighted averages. Analyzed
data was presented in tables.

CHAPTER FOUR
4.0 DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Gender of Respondents
The data on gender of the respondents is important because the researcher wanted to know the composition of the
respondents essential to study the societal attitude on inclusive education.

4.2 Work Experience

Respondents were asked to state their Work experience.
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

5.2 Conclusion
Availability of teaching and learning resources towards the implementation of inclusive education in pre-school
Centres in Nyamira North Sub-county enhance curriculum delivery, meets the needs of learners with special needs
and enhance pupils' enrolment and retention in pre-schools centres. The essential learning resources like Braille
slates, large prints, audiotapes and loudspeakers, wheel chairs, crutches and sandpaper letters when made available
lead to higher pupil enrolment and retention. The challenges to acquisition of teaching and learning resources due to
lack of finance, ridged procurement procedures, unavailability of material and market logistics needs to be tackled
by sound procurement policies. The study revealed that there were inadequate learning resources at pre-school
centres in Nyamira North Sub- County. Lack of adequate teaching and learning resources affects the implementation
of inclusive education in pre-school centers.
5.3 Recommendations of the Study
1) Based on the analysis of the study, the researcher wishes to make the following recommendations;
2) The government should increase funds to special needs education to necessitate purchase of learning
resources, development of infrastructure, train and recruit adequate teachers.
3) There is need for explicit policy on the concept of inclusive education. As it is per now, the policy only
talks about integration, which is different from inclusion.
4) There is need for collaboration and partnership between different departments and stakeholders in order to
ensure the smooth learning of inclusive education.
5) There is need to review curriculum to cater for the needs of all leaners in an inclusive set up.
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