This study investigated the extent to which school management teams’ identification of pupils with special educational needs strategy enhances the implementation of inclusive education in primary schools in the selected councils of Arusha Region, Tanzania. The study was guided by one research question and two hypotheses. The study is anchored on Weiss’ Theory of Change. A convergent design under a mixed-methods research approach led the study. The target population comprised 5,993 individuals, from whom a sample of 340 participants was drawn. Sampling techniques used were criterion sampling, proportionate stratified random sampling, and single-stage cluster sampling. Data were collected through questionnaires, interview guides, document analysis guides, and observation checklists. Quantitative data were analysed using descriptive statistics and inferential statistics, whereas qualitative data were analysed thematically. Ethical standards observed included obtaining official permission, informed consent, and confidentiality. The study found that school management teams’ identification of pupils with SEN strategy enhanced the implementation of inclusive education to a low extent. Also, there was no significant difference between respondents categories or across councils in the extent of strategy enhancement of inclusive education. The study concludes that the strategy has, to a limited extent, enhanced the implementation of inclusive education, with similar perceptions across respondent groups and councils. The study recommends that the Ministry of Education, Science, and Technology should provide basic identification and screening tools and strengthen referral systems, while School management teams should establish structured school-based identification frameworks, provide regular school-based capacity building, and strengthen collaboration with parents, health facilities, and better-resourced schools.
Keywords: Inclusive Education, implementation of inclusive education, individualised support, school management teams, special educational needs
