Towards an Equitable Framework: Implementing Inclusive Pedagogies for Children with Disabilities in Tanzanian Primary Schools, 2026

Inclusive education for children with disabilities remains a significant challenge in many low-resource settings. In Tanzania, despite policy commitments, a persistent implementation gap exists between national inclusive education policy and classroom-level pedagogical practices in primary schools. This working paper aims to develop a contextually relevant, equitable framework for implementing inclusive pedagogies. Its objectives are to analyse systemic barriers, document existing teacher practices, and propose actionable mechanisms for pedagogical transformation aligned with local realities. The study employs a qualitative, multi-method design. Data were collected via semi-structured interviews with teachers and education officers, focus group discussions with parents, and non-participant classroom observations in a purposive sample of primary schools. Analysis identified a dominant theme of resource scarcity being used to justify pedagogical exclusion. A significant proportion of teachers (approximately 70%) expressed limited confidence in adapting curriculum content without structured guidance. However, observed practices revealed latent competency in peer-support strategies that could be systematically leveraged. Effective inclusion requires moving beyond a deficit model focused on constraints. It necessitates a structured framework that builds upon existing, often unrecognised, teacher assets and systematises locally feasible adaptations. Develop a tiered, school-based mentoring programme for inclusive pedagogy. Integrate practical, low-resource adaptation strategies into initial teacher education and continuous professional development. Strengthen district-level capacity to provide contextualised technical support rather than generic policy dissemination. inclusive education, disability, pedagogical framework, teacher development, primary education, Tanzania, low-resource contexts This paper provides a novel, asset-based framework for inclusive pedagogy that explicitly addresses the implementation mechanics in resource-constrained primary schools, moving from policy abstraction to practicable classroom actions.