August 25, 2025Deleted JournalOpen Access

Teachers’ Understandings of Disability and Barriers to Disability-Inclusive Pre-Primary Education

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Qualitative analysis reveals barriers to disability-inclusive education in Tanzanian pre-primary schools, highlighting teachers' varied perceptions.

Teachers perceive disability through diverse lenses, including tragedy and societal issues, impacting education practices.
The study highlights barriers such as poverty, stigma, and inadequate resources that hinder inclusive education efforts.
Qualitative multiple case study involving interviews and focus group discussions with 26 teachers from four schools.
Improving inclusion in education requires collective action from stakeholders to address these pervasive barriers.

Juhudi Cosmas (2025) studied this question.

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Qualitative analysis reveals barriers to disability-inclusive education in Tanzanian pre-primary schools, highlighting teachers' varied perceptions.