Realization of Access, Equity, Diversity and Inclusion in Inclusive Education: What Are the Missing Gaps in Tanzania?

Abstract

This paper discusses the provision of inclusive education in Tanzania to persons with disabilities. In doing so, it examines the initiatives taken by the government of Tanzania to ensure that all children, including those with disabilities, have access to education. It traces the Tanzania Government’s efforts in the provision of holistic education enshrined in equality and equity through the lens of National Strategies for Inclusive Education and other legislative strategies which advocate for all children to be included and have access to education. Further, the paper discusses on the concepts of inclusion and equity in inclusive education as embraced in the United Nations Convention on the Rights of Persons with Disabilities. Through analysis of literature it is still obvious that children with disabilities in Tanzania still face many difficulties in accessing education equitably, due to a shortage of instructional and learning resources, a shortage of trained teachers with skills in handling cases of students with disabilities; and discrimination. This paper concludes by pointing out areas of achievement and weakness in the provision of inclusive education by the government of Tanzania.