Research questions 1.What are the teachers’ views on participation in teaching and learning activities in primary school classroom accommodating pupils with disabilities? 2.What are the pupils’ views on participation in teaching and learning activities in primary school classroom accommodating pupils with disabilities? Purpose This study is intended to study the participation of learners with and without disabilities in the teaching and learning activities in a primary school classroom accommodating pupils with disabilities. In implementing inclusive education, all learners, including learners with disabilities are to be equipped with knowledge and skills needed to meet challenging needs in constantly changing society (Kolis and Dunlap, 2004). This demands teachers to have knowledge and skills in facilitating instructions through creating classroom environment that calls learners with diverse learning needs to participate fully in learning activities (Payne, 2006). But most of the teachers are trained to meet learning needs of ordinary learners (Adnew, 1997; Mmbaga, 2002; Karakosky and Strom, 2005; Possi, 2006; Mnyanyi, 2007). However, interactions of learners with different abilities and/ or disabilities create an environment that stimulates cognitive growth (Vygotsky, 1978). Conceptual framework The argument covers four perspectives: teachers’ knowledge and skills, learners with disabilities, learners' participation in learning activities, and teachers’ work. Research design and approach The study is qualitative in nature as it eeks to understand qualitative views of primary school teachers who are teaching classes accommodating pupils with disabilities and the pupils who learn in such a learning environment. Data are to be collected and analysed around the way in which the teaching and learning in a diverse classroom is conducted and how the implementation of the curriculum is organised to meet the intended outcome. Data collected will base on the theoretical framework of the study. Subjects of the study Six Primary school teachers teaching children with and without disabilities in three selected schools in Dar Es Salaam. A classroom to be included in this study has to accommodate at least two children with different disabilities. Three classes from three different schools will be selected to participate in the study.

Method Classroom observation schedule developed by the researcher, semi-structured interviews, and questionnaires and focus group discussions will be used to the six primary school teachers, all pupils with disabilities in a given class and 30 (15 high achievers and 15 low achievers) non-disabled pupils participating in the study. Data analysis In a table form data will be coded and analysed. Categories of description will be created from the study participants and will form the basis for discussion.

(1) Positive and negative behaviours of primary school teachers and pupils with and without disabilities displayed during participation in the teaching and learning activities. (2) Suggested primary school teachers and pupils’ behaviours that enhance participation in the teaching and learning activities.