RUAHA CATHOLIC UNIVERSITY

This study addressed the teachers‘ perceptions and acceptance of children with disabilities and barriers in providing a disability-inclusive setting in pre-primary education in Tanzania. It was a qualitative multiple case study. The sample for this study included 26 teachers who teach children with disabilities. Data were collected through face-to-face and focus group interviews and analysed thematically. The findings showed that the teachers‘ perceptions and acceptance of children with disabilities were considered in light of the contrasting dominant deficit discourse involved in the medical model of children labelled with impairments, and the social model positioning disability as obstacles within the society with little attachments to spiritual model. In the views of teachers, the provision of inclusive education in pre-primary education was hurdled by a number of factors including insufficient resources, inappropriate school infrastructure, negative attitudes, and discriminatory behaviours on the party teachers and community members towards individuals with disabilities. Thus, there is a need for combined effort of various stakeholders to disestablish thinking in the medical model among teachers and promote social thinking as well as remove barriers to the provision of inclusive education in pre-primary education.

disability, education, inclusion, pre-primary