Academic and social support services for learners with disabilities in Tanzania secondary schools

Bertha Erasto Losioki

doi:10.51867/ajernet.7.3.110

Authors

Bertha Erasto Losioki Mwalimu Nyerere Memorial Academy, Dar es Salaam, Tanzania https://orcid.org/0000-0001-8874-2356

DOI:

https://doi.org/10.51867/ajernet.7.3.110

Keywords:

Academic Support, Inclusive Education, Social Support, Secondary Schools, Tanzania

Abstract

Academic and social support systems for inclusive education are of paramount importance in ensuring access to education opportunities for learners with disabilities. However, evidence shows that learners with disabilities continue to face challenges in receiving adequate social and academic support within the mainstream schools. This study examined academic and social support services for teaching and learning among learners with disabilities in the mainstream classrooms in secondary schools. The study employed a qualitative approach and systematic literature review. A narrative synthesis approach was used to synthesize findings from different studies. The study used publications from 2016 – 2026 and Bioecological theory to explain the influence of social ecological disabilities. Findings indicate that social support from peers, parents and school administrators contributes positively to learners’ inclusion, self-esteem, and well-being. Findings showed further that academic support services to learners with disabilities such as the provision of special pedagogical support including differentiated instruction, the usage of different learning materials were effective and useful in teaching and learning among such learners. The study argues for strengthening academic and social support systems and improvement of inclusive learning environments. Therefore, study concludes that both academic support and social support are crucial for creating an inclusive learning environment for learners with disabilities. The government of Tanzania through the Ministry of Education Science and Technology should ensure that inclusive education in schools and monitoring of National Inclusive Education Strategy are implemented at all levels. Moreover, in –service training for professional development on inclusive education should be emphasized among regular teachers.

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