An assessment of career development among students with visual impairment in Mpwapwa and Chamwino districts’ integrated secondary schools in Tanzania

The purpose of this study was to assess career development among students with visual impairment in integrated secondary schools in Mpwapwa and Chamwino Districts. The study was guided by Super’s (1994) theory of career development. The qualitative approach was employed using case study design. Data were collected through semi-structured interview and focus group discussion. The study was carried out in two integrated secondary schools within two districts. A purposive sampling technique was employed to get seventy one respondents for the study. The findings show that there were serious career development problems among students with visual impairment in integrated secondary schools due to some reasons which included inadequate career guidance and counseling, low level of education attained, inadequate role models, inadequate assistive technology, students with visual impairment were not taught mathematics and science subjects, and negative attitudes of employers towards persons with visual impairment. The findings revealed that students with visual impairment were mostly exposed to very limited career information and support which could not adequately help them meet their career needs. Furthermore, it was found that students with visual impairment in sampled secondary schools achieved career development through modeling or admiring those in employment, discussing with peers, parents and teachers, and participating in chores at home and school activities. The study also found that economic hardship, lack of appropriate career information and poor collaboration with teachers were among the challenges parents/ guardians faced in supporting career development for students with visual impairment. The study concluded that currently, students with visual impairment cannot appropriately achieve their career development due to less exposure to career programme, limited sources of career information, presence of untrained personnel and poor support from parents. The study recommends that schools should provide students with visual impairment career guidance and counselling. Furthermore, the Ministry of Education and Vocational Training should include Mathematics and science subjects in the curriculum for students with visual impairment. Employers should be sensitized on the importance of employing persons with disabilities in their work places. It is recommended that a broader study be conducted to include other districts and primary schools within the region or from other parts of Tanzania to have a wider understanding of the career development among learners with visual impairment.