Educators’ Perspectives on Inclusive Education in Pre-Primary Education: An
Ecological Analysis of Multi-Level Enablers and Barriers in Tanzania
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A B S T R A C T
Disability-inclusive education is a global concern, but its implementation in pre-primary education remains inconsistent, especially in low- and middle-income countries, including Tanzania. Therefore, it became important to study factors that enable or disable disability practices in pre primary education in Tanzania’s context. The qualitative research approach and phenomenological design were used to explore factors for disability inclusive education in pre-primary education. The study collected data using focus group discussions and interviews with 26 educators (participants). The study applied concepts of Bronfenbrenner’s Ecological Systems Theory to analyse data using inductive and deductive approaches. The findings revealed that several factors at many levels influenced disability inclusion. The microsystem factors included physical environments, classroom practices, and immediate social interactions; the mesosystem factors included school-family-community partnerships; the exosystem factors included institutional frameworks, resource allocation, and social services; and the macrosystem factors included national policy frameworks and societal cultural norms. To achieve ideal inclusion at the pre-primary level, there is a need for more funding, community sensitisation, teacher professional support, accessible infrastructure, and enhanced data systems. Notably, disability-inclusive pre-primary education is a fundamental component of equitable development and a human right, necessitating a coordinated, multi-sectoral response. Therefore, to change the current state of disability-inclusive education, it is vital to address all debilitating factors.