Transitioning Special Education Self-contained Special Units into Learning Support Bases for Inclusion: The case of Zanzibar Primary Schools

Inclusive education is a globally accepted approach that aims to provide equal opportunities to all learners, regardless of their differences. In the 1990s, the Zanzibar Ministry of Education introduced special education units for children with disabilities attached to some primary schools. However, in 2004, the role of these special units had to change gradually. This study investigates the process of changing the role of the special units, the achievements made by the units in supporting the inclusion of learners with special education needs into regular classrooms, and the challenges they face. The research collected data through documentary review and semi -structured interviews with ten special education teachers working in the special units, ten regular schoolteachers, and a focused group discussion with the Ministry of Education and Vocational Training officers responsible for promoting inclusive education. The study revealed mixed results regarding the role of the special units in promoting inclusive education in Zanzibar. The units were used as preparatory classes before some pupils with disabilities were included in regular classrooms. However, the units lacked inclusive transition into regular classrooms. Furthermore, there was a lack of coordination and collaboration between the teachers of the special units and those from the regular classrooms in implementing inclusive education. The study recommends better utilization of the special units for promoting inclusive education in the research context and similar contexts in Sub-Saharan Africa. The study highlights the need for collaboration between special education teachers and regular classroom teachers to ensure that all learners have equal opportunities to achieve their full potential.