Learning Environment for Visually Impaired Learners in Selected Inclusive Primary Schools in Tanzania

Abstract

The study examined the learning environment for visually impaired (VI) learners in inclusive primary schools in Tanzania. The study employed a mixed-methods research approach and a concurrent mixed-methods design. The study involved a sample of 192 participants. Data were collected through questionnaires, interviews, focus group discussions and observations for triangulation and complementarity purposes. With the aid of SPSS version 26, quantitative data were analysed by using descriptive statistics (presented in the form of tables) and inferential statistics by using the Mann-Whitney U Test. Qualitative data were thematically analysed using MaxQDA 24 and presented through explanations and direct quotations. Findings suggest that the learning environment for VI learners in Tanzania is relatively poor. It is recommended that the Government should collaborate with education stakeholders such as non-governmental organisations, development partners, and civil society organisations to ensure the availability of resources and training of teachers on inclusive pedagogical practices in primary schools.