In my years working with children with neurodevelopmental disabilities — Autism Spectrum Disorder, Cerebral Palsy, Intellectual Impairment, Down syndrome, and dyslexia — I’ve watched a painful pattern repeat itself.
First, students with mild to moderate support needs are pushed to the margins of mainstream schools: turned away during the admissions process or admitted with no meaningful accommodations. Then, families hoping to move their children from special needs schools into more inclusive environments hit brick walls.
And now, as more parents come to understand that their children’s learning differences are not defiance but part of who they are, the heartbreak deepens — because they realise there is simply nowhere for their child to go.
Our education system is built around three pillars — mainstream schools, inclusive schools, and special needs schools. Mainstream schools educate students without disabilities. Special needs schools cater to learners with profound or complex disabilities. Inclusive schools are supposed to bridge the gap — welcoming students with mild to moderate disabilities into mainstream settings with additional support.
But in reality, that middle pillar is crumbling. Inclusive schools are rare, underfunded, and often out of reach for most Tanzanian families. The few that exist — usually elite, private institutions — charge fees that make them inaccessible to the majority of the population.
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In my work, I’ve seen how this plays out: students who don’t need the intensive structure of a special needs school are funnelled there anyway, simply because no inclusive option exists. They are taught in settings that don’t match their needs, abilities, or potential.
What should an inclusive school look like? Small class sizes, differentiated teaching strategies, trained paraprofessionals or shadow teachers, and classrooms that assess learning continuously, not just through standardised exams. These are not luxuries — they are essential components of inclusive education, and they are the rights of every child.
Tanzania is not without a framework. The Persons with Disabilities Act (2010) and the National Strategy for Inclusive Education commit our country to inclusive schooling. Yet implementation is sporadic, and the quality of inclusive education remains inconsistent and weak. Policies alone cannot teach children. We need action.
To truly build inclusive schools, we must start with teacher training, equipping educators to recognise and respond to learning differences. Curricula must evolve to reflect inclusive strategies. Parents and advocacy groups must demand accountability from schools that exclude children with disabilities or offer token support. And school leaders must shift from passive compliance to proactive inclusion.
Inclusive education isn’t just about access — it’s about quality. We must stop pretending that simply admitting children with disabilities into mainstream schools is enough. Without tailored support and accommodations, our students are set up to fail.
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The long-term goal must be to move beyond the fragmented three-track system and build a single, inclusive education system — one designed to support the full diversity of learners. A system where all students learn side by side, with dignity, equity, and the resources they need to thrive. Until that vision becomes reality, we must act now to strengthen inclusive practices within the schools we already have.
The right to education is universal. But in Tanzania today, too many children with disabilities are being left behind. It’s time to close the gap and rebuild that crumbling middle pillar. Inclusive education cannot remain a privilege for the few — it must become a national priority for all.
Bijal Lal is a special and inclusive education specialist based in Tanzania. She is available at bijal.lal@gmail.com. These are the writer’s own opinions, and they do not necessarily represent the viewpoint of The Chanzo. Do you want to publish in this space? Contact our editors at editor@thechanzo.com for further inquiries.
