Abstract:
This paper investigated the perceptions of teachers on physically impaired primary school pupils within inclusive education in relation to the perception of teachers on the capabilities of the physically impaired primary school pupils within inclusive education. The study involved sampled inclusive primary schools situated in Zanzibar. The study employed both qualitative and quantitative research approaches. Data were collected through observations, questionnaire, interviews and documentary review. This study found that, the teachers who had not attended special need education course perceive negatively the physically impaired pupils, while teachers who had attended special need education course perceived positively. Also, it was found that presence of unskilled teachers, in conducive learning environments, problem of transport, shortage of teaching and learning materials, large number of pupils in one class are the difficulties which are facing the physically impaired primary school pupils. Further, the study realized that schools with high number of special need teachers, better provision of special services, and frequent organization of extensional activities with adequate peer and parental cooperation lead academic achievement of the learners with physically impaired primary schools pupils in inclusive education.
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