Implementation of Inclusive Education Interventions in Secondary Schools in Temeke District, Tanzania

among learners with disabilities and ensuring their full participation in teaching and learning in schools. However, the implementation of inclusive education in secondary school is still facing significant challenges that require attention. This study examined the implementation of inclusive education interventions in four secondary schools. The study involved 88 respondents. Purposive sampling technique was used to obtain the respondents. The study targeted teachers and studentsinvolved in teaching and learning in secondary schools. Other respondents included Heads of School and educational officials.A descriptive case study design with a qualitative research approach was employed. Data were collected using in- depth interviews, open – ended questionnaire survey and documentary review methods. Major findings showed that there were improvements in interventions implemented to improve teaching and learning environment for learners with disabilities and in the provision of education and training programmes for teachers’ capacity building. However, there were limitations in the availability of financial and human resources, digital technologies and assistive devices for teaching and learning. The study calls for participation and collaboration of various educational stakeholders to expedite the implementation of inclusive education interventions targeted for the achievement of educational outcomes among learners with disabilities.