An evaluation of the teaching-learning conditions for students with visual impairment in intergrated Secondary schools in Tanzania

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Date
1996
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The aim of the present study was to explore and analyse the factors that affect the social and academic activities of students with visual impairment in integrated secondary schools of Tanzania. The study was conducted in three sampled secondary schools which enrol students with visual impairment namely; Mpwapwa, Mzumbe and Korogwe. The study was also conducted in the Ministry of Education and Culture Headquarters and at the Tanzania Braille Printing Press.The study involved heads of schools, specialist teachers, non specialist teachers, academic masters/mistress, discipline masters/mistresses, sport masters/mistresses, librarians, storekeepers, students with visual impairment and sighted students. Other subjects of the study were the Ministry of Education official in the special education Unit and the Manager of the Tanzania Braille Printing Press. The objectives of the study were; firstly to find out the extent to which the quality of teaching and learning activities for students with visual impairment in integrated secondary schools is affected by the availability, quality and use of special equipment in the schools; secondly to find out the extent to which learning activities of students with visual impairment are affected by the availability and quality of Braille and ink-printed text materials. The third objective was to find out how limited availability of skilled special education teachers in integrated secondary schools affects the teaching of students with visual impairment. The fourth objective was to explore and analyse the appropriateness of teaching methodologies, teaching aids and schemes of work used by non-specialist teachers in relation to students with visual impairment. Lastly, the study was carried out to explore the amount of social interaction prevailing between students with visual impairment and the sighted peers in relation to students’ social and academic activities. Both qualitative and quantitative approaches were used. The study revealed that in all the schools, there was an acute shortage of special equipment; ink and braille text materials to be used by students with visual impairments; and limited skilled specialist teachers for students with visual impairment. Teachers neither prepared nor made use of tectile teaching aids. Lastly, it was revealed that there was high social interaction between students with visual impairment and their sighted peers. However, interaction between students with visual impairment and their teachers was found to be relatively low. Further, students with visual impairment were not involved in sports and games and in other extra-curricular activities. The study recommended an expanded research on the integration of students with visual impairment in primary and secondary schools.
Description
Available in print form
Keywords
Visual learning, Vision disorders, Tanzania
Citation
Mlimahadala, P. H. I. (1996) An evaluation of the teaching-learning conditions for students with visual impairment in intergrated Secondary schools in Tanzania, Masters’ dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx)