Abstract: Education is a universal right and non-discriminatory process to both healthy and physically challenged. The study specifically assessed access and retention of Learners with Special Needs (LSN) in primary schools in Arusha district and the challenges facing LSN and their intervening measures. Descriptive survey design was employed. A total of 121 respondents (55 teachers, 11 parents and 55 students) were involved. Questionnaire and interview guide were used to gather quantitative data while document analysis and interview guide were employed for qualitative data from the respondents. Validity of research instruments was established through expert judgment. Reliability of quantitative research instruments was determined through test re-test in a pilot study and found to correlate at Cronbach Alpha coefficient r=0.687. Quantitative data was analyzed using descriptive statistics in the Statistical Package for Social Sciences (SPSS) version 20. The results were presented in tables of frequencies and percentages. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms. The findings show that, the rate of enrolment of LSN was low and unsatisfactory. Moreover, the finding shows inadequate teaching and learning materials was the major challenge for learners with LSN to acquire their education. Thematically, the findings found that parents do not see importance of enrolling children with LSN because they think that LSN cannot be employed in any organization. Therefore, this study concludes that, there is low and unsatisfactory completion of studies for most LSN. It is recommended that education stakeholders and government should put more emphasis on enrollment of LSN and to support schools in training and policy implementation.

Abstract: This study determined the availability of Teaching and Learning Resources (TLR) in public secondary schools and assessed the adequacy of TLR and its influence on students’ performance in public secondary schools in Arusha District Council. The study adopted a convergent parallel research design and mixed methods research approach to gather data. The sample size included 1 District Educational Officer, 7 Ward Educational Coordinators, 7 Heads of the schools, 28 teachers and 100 form four students from public secondary schools in Arusha District Council. Questionnaires and interview guide were used for data collection. The University experts evaluated the instruments to determine content validity. Reliability of the questionnaires were tested in pilot study and Cronbach Alpha Coefficient was found to correlate at r = 0.85for QHS, QT and QS. Quantitative data was analysed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. Qualitative data was analyzed thematically with respect to research questions. The study finding reveals adequate teachers, classrooms, textbooks, libraries, laboratories, classrooms and desks as teaching and learning resources that influence students’ academic performance in examinations. Furthermore, on adequacy of teaching and learning resources, the study found that, most schools are faced with challenges such as inadequate human, financial as well as time resources. Similarly, inadequate material resources such as classrooms and books due to over enrolment which can be solved by support from Government of Tanzania and educational stakeholders in order to improve academic performance of students. The study recommends that Government, NGOs and educational stakeholders should support the provision of teaching and learning facilities to improve academic performance of students. Teachers are encouraged to implement curriculum using available teaching and learning resources in order to improve performance in national examinations.