Bridging Policy and Practice

An African Perspective on Inclusive Education for Children with Disabilities in Tanzania

Abstract

This perspective piece critically examines the persistent chasm between the progressive policy frameworks for inclusive education in Tanzania and the everyday realities within its classrooms. While Tanzania is a signatory to international conventions and has enshrined inclusion in its national education policy, the effective implementation for children with disabilities remains profoundly challenging. Drawing on an analysis of existing literature and policy documents, this article argues that the translation of policy into practice is hindered by a complex interplay of factors, including deeply entrenched attitudinal barriers, a severe shortage of specialized teaching resources, and inadequate teacher preparedness. The central contention is that a top-down, policy-centric approach, often influenced by global Northern agendas, is insufficient. Instead, this piece advocates for a reimagined, contextually-grounded African perspective on inclusion. This perspective must prioritize community-led solutions, integrate indigenous knowledge systems for support, and leverage local resourcefulness to create sustainable learning environments. The significance of this argument lies in its call for a paradigm shift from mere policy adoption to culturally responsive praxis. The implications suggest that for inclusive education in Tanzania to be truly transformative, it must be co-constructed by local stakeholders, ensuring that systems of support are not only available but are also meaningful and effective within the specific socio-cultural and economic fabric of Tanzanian society.