ABSTRACT:

There is a call from international organizations including Plan International over-invest more in an inclusive educations system to alleviate challenges facing pupils with Impairment. This study aimed at assessing specific challenges facing pupils with physical Impairment in comprehensive education in primary schools. The study was done in Temeke municipality where four inclusive primary schools were selected. The sample size of the study consisted of 101 respondents included 68 teachers, 10 parents, 15 pupils with physical Impairment school heads, 1 municipal educational officer, 2 ward educational officers, and 1 quality assurance officer. Interview, questionnaires, and documentation review were methods used to gather qualitative and quantitative data. A descriptive research design was employed to analyze field data. Study findings showed that pupils with physical Impairment use the same facilities including toilets with pupils without physical Impairment. Pupils with physical Impairment are experiencing some difficulties when they access school infrastructures including classrooms, desks, and toilets. It found out those pupils with physical Impairment disagrees to get health support from the school administration. However, head teachers and other teachers worry about the scarcity of key books which affects academic performance and ineffective teaching and learning process. The use of an inclusive teaching approach encouraged pupils and teachers to actively participate in the teaching and learning process. However, some teachers argued that they are unable to complete the syllabus on time. Measures and urgent action should be taken to minimize some of these challenges including the provision of finance and facilities from government and donors, regular supervision should be conducted, and strengthening collaboration between schools, community, parents, and other stakeholders.