Assessment of Teaching Approaches Employed by Teachers in Teaching Students with Visual Impairment in Tanzania Inclusive Secondary Schools


  • Paul Msoka
  • Mwajabu A. K. Possi
  • Bernadetha G. Rushahu


Inclusive education, Teaching approaches, visual impairment.


This study assessed the teaching approaches employed by secondary school teachers teaching in inclusive classrooms incorporating students with visual impairment in Tanzania. The aim of the study was to find out the extent to which the approaches suited the students’ learning needs. The study adopted a qualitative research approach, employing a single case research design. Purposive sampling procedures were employed to obtain a sample of 24 respondents. Data were collected through semi-structured interviews, non-participant observations and documentary reviews. The collected data were analyzed through thematic data analysis procedures and presented using descriptions, tables and charts. The findings have revealed that some of the teaching approaches executed by teachers accommodated the learning needs of students with visual impairment, while others did not. It is recommended that teachers should adapt teaching approaches that suit students with visual impairment. Further, the government should organize more regular trainings and professional development courses for raising teachers’ awareness on inclusive issues.

Author Biographies

Paul Msoka

University of Dar es Salaam, School of Education

Mwajabu A. K. Possi

University of Dar es Salaam, Mbeya College of Health and Allied Sciences

Bernadetha G. Rushahu

University of Dar es Salaam, School of Education