Abstract:
: This study investigated about challenges experienced in inclusive education among
secondary schools in Temeke District, Tanzania. The study used the triangulation research design,
where data emerged from an interview schedule, a questionnaire and the observation schedule. The
analysis of quantitative data involved the use of frequencies and bar charts. The analysis of qualitative
data followed the content analysis procedures. The researchers merged common themes to answer
respective problem in the study. The study concludes that the schools in the study area experienced
diverse challenges in implementing the inclusive education. Based on the findings, the study
recommended that the Ministry of Education Science and Technology, in collaboration with education
stakeholders and community members, should ensure availability of supporting devices such as
hearing aids, Braille, wheel chairs and white canes for special needs learners. Furthermore, there is a
need for teachers’ training for improved teaching and learning outcomes in the inclusive environment.
