Asian Journal of Education and Social Studies

This study sought to assess impact of fee free education on teaching resources for students with Special needsin special public primary schools in Bukoba municipality, Tanzania. Pragmatic paradigm was employed. Moreover, a mixed-methods approach was used supported by a convergent parallel design. A sample of 50 respondents (3 HTs and 47 normal teachers) was drawn using purposive and simple random sampling techniques from a population of 56 respondents. Questionnaires, observation, documentary reviews and interview were used to collect data. Descriptive statistics for quantitative data and thematic analysis for qualitative data were used as data analysis tools. The study found that, trained and specialised teachers for students with Special needs are inadequate. In regard to the state of instructional resources, findings show that, taped text books and computers with extended keyboards are available while overhead projectors and acoustic rooms were lacking. Concerning strategies adopted by the administration to encounter challenges in special schools, findings indicate that, the school administration involves various education stakeholders in strategic planning of school activities and in decision-making process, and establishes school generating projects. Based on the findings this paper recommends that, the local government authorities should maximise adequate instructional resources and specialised teachers. It is concluded that, trained and specialised teachers and instructional materials for students with Special needsare inadequate. Involvement of various education stakeholders in order to encounter challenges pertaining to these schools should be enhanced.