Tanzania, one of the developing countries in east Africa, has among most of the countries in the world signed various international conventions and agreements on the rights of all children, including children with disabilities to be enrolled in education in mainstream or inclusive settings. This is a huge challenge for a country like Tanzania where approximately 95% of all children with some kind of disability are excluded from education. Furthermore, it is estimated that that less than 1% of the Tanzanian teachers have knowledge of special educational needs. Neither the general curriculum or the examination system recognizes the educational needs of pupils with disabilities. However, the picture of the state of special needs education in Tanzania is far from complete, A few studies have been conducted (Mmbaga, 2002; Karakoski & Ström, 2005; Mboya et. al., 2008), but more research is needed. In order to contribute to filling the gap a research team from Åbo Akademi University together with students participating in a B.Ed.-program in Special Needs Education within Open University of Tanzania conducted a study on primary school teachers' attitudes towards educating pupils with disabilities in regular classes. About 2500 teachers from different parts of Tanzania participated in the study.

The data collection was done in 2007 with a questionnaire adapted from a study done in Zambia (Kasonde-Ngandu & Moberg, 2001). The teachers were asked to assess their knowledge and skills on how to teach, plan and manage the teaching and learning environment for pupils with disabilities and to give their opinions about the best educational placement for pupils with disabilities.

Only preliminary results are available from the study. On a general level teachers rate their knowledge and skills in teaching pupils with disabilities as being very low. However, a majority of the teachers seem to accept pupils with moderate disabilities into ordinary classes. The preliminary results indicate that regular primary school teachers are not prepared for inclusive education. In order to achieve education for all children, including the most vulnerable and disabled children, many changes and reforms throughout the education system are imperative.