Tag: Inclusive Education
Teachers’ Perceptions and Implementation Challenges of Positive Reinforcement for Learners with Autism Spectrum Disorder in Inclusive Junior Schools in Thika West Sub-County, Kenya

Teachers’ Perceptions and Implementation Challenges of Positive Reinforcement for Learners with Autism Spectrum Disorder in Inclusive Junior Schools in Thika West Sub-County, Kenya

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Charles Macharia Kuria, Joyce Njeri Kinyua and Edith NjorogeMount Kenya University, KenyaEmail: chalomash1@gmail.com Abstract: This study examined teachers’ perceptions of positive reinforcement and the contextual challenges affecting its implementation for learners with autism spectrum disorder (ASD) in inclusive junior schools in Thika West Sub-County, Kenya. Data were collected from 12 teachers using structured questionnaires and…

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Teacher Self-Efficacy and Social-Communication Behaviours of Learners with Autism Spectrum Disorder in Inclusive Primary Schools in Nairobi County, Kenya

Teacher Self-Efficacy and Social-Communication Behaviours of Learners with Autism Spectrum Disorder in Inclusive Primary Schools in Nairobi County, Kenya

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Muga Anyango Damaris, Rose Opiyo, & Manson SichariDepartment of Educational PsychologyMasinde Muliro University of Science and Technology, KenyaORCiD: https://orcid.org/0009-0008-8575-7139Email: mugaanyango777@gmail.com Abstract: Despite Kenya’s policy commitment to inclusive education, many learners with Autism Spectrum Disorder (ASD) in mainstream primary schools continue to experience serious difficulties in social participation and communication. These challenges limit meaningful engagement with…

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Environmental Adaptations for the Inclusion of Learners with Visual Impairment at Korogwe Girls Secondary School in Tanzania

Environmental Adaptations for the Inclusion of Learners with Visual Impairment at Korogwe Girls Secondary School in Tanzania

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Ansila Gabriel Nyaki – Archbishop Mihayo University College of Tabora, Department of Special Education Tanzania Magdalene Simalalo – University of Zambia, School of Education, EPSSE Dept. Enes Miyanda Chitumbo – University of Zambia, Institute of Distance Education Athanas M. Garaba – Tanzania Public Service College-Tabora Email: ansilanyaki7@gmail.com Abstract: This study explored the physical and classroom…

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The Teacher Competence Question and Learning Possibilities of Children with Special Needs in Uganda

The Teacher Competence Question and Learning Possibilities of Children with Special Needs in Uganda

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Steven MbugaFaculty of Humanities and Social Sciences,Victoria University, Kampala, UgandaEmail: smbuga@vu.ac.ug Abstract: The academic success of children with disabilities remains a critical concern in achieving inclusive and equitable quality education worldwide. Teacher competence in Special Needs Education (SNE) plays a pivotal role in facilitating effective learning experiences and improving educational outcomes for learners with disabilities.…

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

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

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Bertha Erasto LosiokiThe Mwalimu Nyerere Memorial Academy, Dar es Salaam, Tanzaniahttps://orcid.org/0000-0001-8874-2356Email: bertha.losioki@mnma.ac.tz Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education 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…

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Exploring Personal, Social and Academic Experiences of Teenage Mothers Who are Re-admitted to Selected Secondary Schools in Nzega District, Tanzania

Exploring Personal, Social and Academic Experiences of Teenage Mothers Who are Re-admitted to Selected Secondary Schools in Nzega District, Tanzania

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Josiah Norman Kazenga, Ecloss Munsaka & Mubanga MofuSchool of EducationDepartment of Educational Psychology, Sociology, and Special EducationThe University of Zambia, Great East Road CampusP.O. Box 32379Lusaka, ZambiaORCID: https://orcid.org/0009-0009-2405-8251Email: josiahkazenga@gmail.com Abstract: This study examined the personal, social, and academic experiences of re-admitted teenage mothers in selected secondary schools in Nzega District, Tanzania, using a qualitative approach…

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Environmental Determinants of Educational Transition: Examining the Progression of Pupils with Physical Impairments from Integrated Primary to Junior Secondary Schools in Rachuonyo Sub-County, Kenya

Environmental Determinants of Educational Transition: Examining the Progression of Pupils with Physical Impairments from Integrated Primary to Junior Secondary Schools in Rachuonyo Sub-County, Kenya

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Elijah Owino OluochUniversity of Eastern Africa, BaratonEmail: elijahowino193@gmail.com Abstract: This study examined the environmental determinants influencing the transition of pupils with physical impairments from integrated public primary schools to junior secondary schools in Rachuonyo Sub-County, Homabay County, Kenya. Despite national policies promoting inclusive education and the 100% transition policy, learners with physical impairments continue to…

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Enhancing Pre-service Teacher Training Through Virtual Reality: Addressing Inclusivity and Classroom Challenges

Enhancing Pre-service Teacher Training Through Virtual Reality: Addressing Inclusivity and Classroom Challenges

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Pacifique NkundabanziUniversity of Kigali, RwandaEmail: pacifnk1@gmail.com Abstract: Preservice teacher training in Rwanda faces persistent challenges in adequately preparing teachers to manage inclusive classrooms characterized by diverse learner needs, including students with disabilities and behavioral difficulties. This study examines the potential of Virtual Reality (VR) as an innovative tool to enhance preservice teacher preparedness for inclusive…

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Effect of Teacher-Learner Educational Interventions on Learner Achievement among Children with Disabilities in Inclusive Primary Schools in Greater Bushenyi

Effect of Teacher-Learner Educational Interventions on Learner Achievement among Children with Disabilities in Inclusive Primary Schools in Greater Bushenyi

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Madelean Ahereza, Denis Sekiwu, Athanansio Bashaija & Samuel KaruhangaKabale University, Ugandahttps://orcid.org/0009-0001-3810-7521Email: madeleanahereza1979@gmail.com Abstract: Inclusive education seeks to ensure that all children, including those with disabilities, have access to quality learning in mainstream classrooms. Teacher-learner educational interventions, such as differentiated instruction, individualized teaching, assistive technologies, and collaborative learning, are designed to address the diverse needs of…

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Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

Teacher’s Perception on In-Service Training in Primary Schools in Dodoma City

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Haule Grasia & Milka V. M. OtienoSt John’s University of Tanzania, DodomaEmail: grasiahaule5@gmail.com Abstract: This study aimed to examine teachers’ perceptions of in-service training in primary schools in Dodoma City. It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education. A qualitative case study design was employed, using in-depth interviews,…

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