Abstract: The study sought to examine the challenges hindering effective utilization of teaching facilities in the delivery of inclusive education in public primary schools in Chemba District Council, Tanzania. This study was informed by the Social Model of Disability Theory where the environment and institutional barriers that hinder learners with disabilities from actively participating are highlighted. Qualitative methodology with an interpretivist paradigm was used where a multiple case study design was used. Four public primary schools within Chemba District Council practicing inclusive education were selected using a purposive sampling technique. This study involved 41 respondents where four were headteachers, eight were classroom teachers, twenty-eight were pupils and one was a District Special Education Officer. Findings indicate that the use of teaching facilities for inclusive education was inhibited by various interlinked constraints. These include overcrowding in classrooms, lack of specialized teaching facilities like Braille machines and books with large fonts, teacher inadequacies in terms of knowledge about inclusive education, lack of communication between teachers and students suffering from deafness, lack of special education experts, and uneven provision of teaching facilities in schools. The study also found out that most available facilities were not sufficient, unused, or even inaccessible due to lack of technical skills on the part of the teachers. The study concludes that, it is evident that the efficiency of the teaching facilities in ensuring inclusivity in education is not only dependent on their availability but also teachers' professionalism, resource equity, and learning environment. The study recommends the best way to increase the use of the teaching facilities in inclusive education, the study suggests increasing the availability of assistive teaching facilities and ensuring their equitable distribution in addition to recruiting experts in special education and improving monitoring and maintenance systems in the schools.
Keywords: Inclusive education, teaching facilities, pupils with disabilities, assistive aids, competencies of teachers, government-owned primary schools.
Title: THE CHALLENGES HINDERING EFFECTIVE UTILIZATION OF TEACHING FACILITIES IN THE DELIVERY OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN CHEMBA DISTRICT COUNCIL, TANZANIA
Author: Christina Elihuruma, Paul Dominick, Maro Wadrine
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 4, October 2026 - December 2026
Page No: 305-312
Research Publish Journals
Website: www.researchpublish.com
Published Date: 29-October-2026
