Issues in Financing Special Educational Needs in the Inclusive Rural Primary Schools in Rungwe, Tanzania

Peter Elisha Mwamwaja
Catholic University of Mbeya
Email: pmwamwaja@gmail.com

Abstract: The purpose of this study was to investigate issues in financing special needs education in rural primary schools in Rungwe District council. The study was guided by a question, stated: To what extent finances available suffice the provision of quality education to pupils with special educational needs? This was qualitative research employing case study design. It involved 18 participants, purposely selected. Data was collected through interviews and documentary reviews. The collected data were analysed through content analysis. The study found that inclusive primary schools in the district enrolled relatively large number of pupils with special needs education, from 338 (in 2020) to 460 (in 2024). Such enrolment indicated that accessibility of primary education has increased. Findings further revealed that teaching and learning for pupils with special needs suffered much due to ill-resourced environment. The study concludes by arguingthat despite the increase in enrolment, the limited funding makes pupils with special needs to struggle in getting their facilities in inclusive schools. The study, therefore, recommends having plans for alternative funding for them. These alternative funders can be all stakeholders, including government sectors, private sectors, parents, schools, people with disabilities, and the larger community.