Browsing by Author "Kija, Lucas Luhende"

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    The influence of learning support services on academic progress of university students with visual impairments in Tanzania
    (University of Dar es Salaam, 2017) Kija, Lucas Luhende
    Students in higher education institutions (HEIs) are increasingly diverse in nature and have different learning and support needs. The purpose of this study was to explore the influence of learning support services on academic progress of university students with visual impairments (SWVIs) in Mainland Tanzania. Specifically, it sought to find out the types of learning support services desired by and provided to university SWVIs; analyse ways of identifying learning support services required by university SWVIs; determine the appropriateness ofthe available learning support services in relation to student’s level of visual impairment and training on their use; examine the influence of learning support services on student’s continued classroom attendance, effective participation in learning, and successful degree completion; and establish a base-level provision required by SWVIs in Tanzania HEIs.The study utilized a modified social model of disability and universal design as the norm. The study is qualitative and transformative in nature conducted under multiple casestudy design. The researcher purposively selected research sites and participants. Data were collected from SWVIsas well as academic, technical, and administrative staff using in-depth semi-structured interviews, focus group discussions, and document analysis. Findings revealed that SWVIs require self-advocacy skills, assistive technology, accessible learning materials, accessible library, extra funding, personal counselling, Orientation and Mobility skills, professionals in visual impairment, and reasonable teaching/learning and testing adjustments so as to increase their confidence, independence, and flexibility in learning. Apart from the identified requirements, it was found out that there was neither philosophy nor clearly stated policy directing professional service providers on how to identify, plan, provide, and review support services. Service providers had limited awareness of desired support services. They responded to student support needs on ad hoc basis. SWVIs had limited ability to develop strong lines of arguments because of limited knowledge horizons due to increased dependence on untrained and unreliable part-time human readers as well as lack of accessible learning materials and training on assistive technology. Consequently, it was learntthat SWVIs pursued their studies with high stress levels because they were uncertainon delayed receipt ofthe required support services. The study recommends that a policy on support services for students with disabilities be developed for universities to ensure equalization of educational opportunities and full inclusion.