Factors Influencing Implementation of the National Inclusive Education Strategy for the Deaf Children in Masasi, Tanzania

The aim of this study is to investigate factors influencing Implementation of the National Inclusive Education Strategy for the Deaf Children in Masasi, Tanzania. The study used qualitative research approches and data were collected using observation checklist, interviews guide and questionnaires. A total of 58 respondents participated in the study including 20 students (10 deaf), 10 specialist teachers, 10 non-specialist teachers, 6 parents, 2 head of schools, 2 care givers, 2 medical persons, 2 school inspectors, 2 social workers, and 2 District Special Needs Education Officers. Findings indicated that, the government supports schools in items related to hearing aids, audiometer, sound level meter and speech trainer. Specialsit teachers are employed by the government. Whereas students had challenges related to communication and classroom interaction, teachers faced a challenge on teaching deaf students as had no skills in teaching deaf students and sign language. In similar ways, school inspectors had a view that, they needed training, so that, they can inspect a class enrolling deaf children. The Special needs education officer, medical officer, and social workers had a view that inclusive education strategy needed more support especially for the deaf as had few persons with skills in sign language that hindered services to the deaf. Therefore, there is a need for the Government to continue providing services to deaf children and it has a special place in supporting them