Inclusive Education for Children with Disabilities in Tanzania

A Systematic Review of Practices and Possibilities

Abstract

Inclusive education remains a critical yet challenging goal for Tanzania, as it strives to ensure equitable quality education for all children, including those with disabilities. This systematic literature review synthesizes existing empirical research to comprehensively map the current practices, identify persistent barriers, and highlight emerging possibilities for effective inclusion within the Tanzanian context. Adhering to the PRISMA guidelines, the review systematically identified and analyzed peer-reviewed studies and key grey literature published between 2005 and 2024. Findings reveal a complex landscape where policy aspirations for inclusion are often undermined by significant implementation gaps. Key barriers include inadequate teacher preparedness, a severe shortage of specialized resources and assistive technologies, and deeply entrenched societal stigmas. Despite these challenges, the review identifies promising practices such as community-based rehabilitation programs, the development of localized teaching aids, and grassroots advocacy efforts that leverage communal values. The study concludes that advancing inclusive education in Tanzania requires a concerted, multi-stakeholder approach that harmonizes national policy with localized, context-specific strategies. This review contributes to the broader Pan-African dialogue on education by offering evidence-based insights that can inform policy reform, teacher training, and community engagement initiatives, ultimately supporting the realization of Sustainable Development Goal 4 across the continent.