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外文期刊>Journal of Education and Practice
>The Academic Performance of Pupils with Autism and Intellectual Impairment in Special and Inclusive Primary Schools in Tanzania
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The Academic Performance of Pupils with Autism and Intellectual Impairment in Special and Inclusive Primary Schools in Tanzania
In Tanzania, several initiatives have been made in establishment of special and inclusive schools, mostly in urban areas. The government and community at large show commitments in addressing the needs of pupils with autism and intellectual impairment including the curriculum for learners with mental disabilities of 2008 in primary schools. The question that arises is whether pupils with autism and intellectual impairment in special and inclusive classrooms in Tanzania perform well academically. It is on this premise that this study was based. The study intended to assess academic performance of pupils with autism and intellectual impairment in special and inclusive classrooms in Tanzania. The study employed mixed methods research approach with a quasi-mixed design. Data were collected using pupil’s assessment tool. Five inclusive primary schools were purposively chosen from two regions in Tanzania Mainland. Fifty pupils with autism and intellectual impairment participated in the study. Descriptive and inferential statistics were computed. The paired t-test was used to analyse the counting skills of the pupils, while the differences in their academic performance was established by the use of chi-square test. The findings revealed that pupils with intellectual impairment performed relatively higher in all selected tasks (number, communication and vocational skills) comparing to pupils with autism. As such, some deliberate efforts are required for enabling them to acquire competencies as outlined in the curriculum for primary school pupils in Tanzania.
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