Lecturer’s competence in accommodating students with visual impairment in universities’ inclusive classrooms in Tanzania

This study explored lecturers’ competence in accommodating students with visual impairment (SwVI) in Universities’ inclusive classrooms in Tanzania. The objectives of the study were to assess lecturers’ competence to identify SwVI and their Unique learning needs in universities’ inclusive classrooms; explore teaching approaches employed by lecturers in accommodating SwVI in inclusive classrooms; to identify teaching and learning equipment that accommodate SwVI in universities in inclusive classrooms; and find out the challenges encountered by lecturers and SwVI in universities’ inclusive classrooms. The study employed a qualitative research approach whereby a multiple case study design was used. Convenience and purposive sampling techniques were used to select respondents in which two universities were involved. The study comprised 34 respondents including 18 SwVI and 6 students without visual impairment, 6 lecturers, 2 heads of special needs units, and o2 coordinators of special needs units. Data were collected through interview. Focus group discussion, observation and documentary review. Data were analyzed using content analysis. The findings showed that lecturers were not able to identify Students with Visual Impairment (SwVI) in inclusive classrooms although most of them were not able to identify their unique learning needs due to lack of specialized capacity in special needs education. Moreover, the study revealed that in most cases, lecturers used learning as the main teaching approach, though it was not effectively accommodates SwVI in inclusive classrooms. Furthermore, teaching and learning equipment used by lecturers during teaching and learning process were not modified to accommodate those students. It was further noted that University inclusive classrooms had inadequate supportive teaching and learning equipment used by lecturers during teaching and learning process were not modifies to accommodate those students. It was further noted that university inclusive classrooms had inadequate supportive teaching supportive teaching and learning equipment for Students with Visual Impairment (SwVI) to facilitate effective learning. Above all, it was stated that lecturers and students encountered several challenges in inclusive classrooms due to lack of of awareness about students with Visual Impairment (SwVI) poor co-oporation, negative attitudes from lecturers to SwVI), environmental inaccessibility and inaccessible budget undermined teaching and learning process in inclusive classes. Therefore, based on the findings of this study, it is recommended that, the Tanzania Ministry of Education Science and Technology in collaboration with Universities which have inclusive programs should set aside adequate budget by considering the needs relating to teaching and learning of SwVI