Browsing by Author "Njenje, Silas"

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    Exploration of sex education provision for students with visual impairment: a case of Inclusive public secondary schools in Dar es Salaam and coast regions in Tanzania
    (University of Dar es salaam, 2019) Njenje, Silas
    This study explored sex education (SE) provision for students with visual impairment in inclusive public secondary schools. The study was guided by the following objectives; (a) To identify the current practices about sex education for students with visual impairment in inclusive public secondary schools; (b) To find out the challenges facing students with visual impairment in accessing sex education in inclusive public secondary schools, and; (c) To establish ways to enhance sex education provision for students with visual impairment in inclusive public secondary schools. The study was guided by the social model of disability which views society as disabling impaired people from full participation in the society. This model empowers people with disabilities to challenge society to remove disabling barriers in accessing sex education. A qualitative research approach with a case study design was employed. In-depth interviews and focus group discussions were instruments for data collection. A total of 32 participants including 26 students, four teachers and two heads of schools were purposively selected for the study. Thematic analysis was used to analyse data. Themes analysed include current practices of providing sex education for students with visual impairment, challenges facing such students in accessing sex education and possible ways to enhance sex education for students with visual impairment in inclusive public secondary schools. The key findings from the study are: i) students with visual impairment though have limited conceptualization of SE, yet value and have positive attitudes about sex education, ii) students with visual impairment face attitudinal, academic environmental and psychological challenges when accessing sex education in inclusive secondary schools iii) students with visual impairment have a quest for immediate elimination of the identified challenges/disabling barriers from sighted peers, teachers and surrounding society, iv) discouraging negative attitudes towards students with visual impairment in accessing sex education, training of teachers in special education pedagogical approaches, improvement of the learning environment, supply of adequate quality teaching and learning resources and transparency in teaching sex education are among the recommendations suggested in enhancing sex education provision for students with visual impairment in inclusive public secondary schools in Tanzania. In light of the study findings, it is concluded that, although students with visual impairment access and value sex education in inclusive public secondary schools, the pedagogical approaches employed by teachers, the learning environment and the teaching and learning resources for students with visual impairment are inconsiderate and inadequate. The study recommends that, joint efforts and serious measures should be taken by educational stakeholders led by the ministry of education to eliminate attitudinal, institutional and environmental barriers towards students with visual impairment in accessing sex education in inclusive secondary schools. For further research, a similar study could be carried out in other school categories and levels and/or regions of Tanzania so as to find out the experiences of students with visual impairment on SE provision.