School environmental adaptations for the inclusion of students with visual impairment: at a selected secondary school in Korogwe district –Tanga, Tanzania.
| dc.contributor.author | Nyaki, Ansila G. | |
| dc.date.accessioned | 2025-07-31T08:41:20Z | |
| dc.date.available | 2025-07-31T08:41:20Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Special Education. | |
| dc.description.abstract | This study explored the school environmental adaptations for including students with visual impairments at a selected inclusive secondary school in Tanzania. Three objectives guided this study: to determine the physical and ecological adaptations made by schools to support the inclusion of students with visual impairments; to explore classroom environment adaptations deliberated for inclusion of students with visual impairments; and the social interaction of students with visual impairments in the school environment. The study employed a qualitative approach, using an exploratory case study design. A purposive sampling procedure was used to select fifteen (15) participants. Data was collected through semi-structured interviews, observations, and focus group discussions. Thematic analysis was employed to analyse the data. The study revealed that there are accessible buildings that accommodate all students, regardless of their diversity. Although orientation and mobility applied to SWVI, they faced challenges because they were not oriented to some school environments, like pathways and places with a new trench. Furthermore, the study revealed the availability of teaching and learning materials, but few work, and the rest do not. Therefore, providing enough learning and teaching materials were needed for SWVI in order to simplify their learning process. Nevertheless, the study indicated that there are few teachers know how to teach an inclusive class still others lacks basic foundation of teaching an inclusive class. Additionally, the study revealed that including SwVI with their peers in extracurricular activities is good; it helps eliminate harmful attitudes towards SwVI and enhances student peer learning. Similarly, the study concluded and recommended that no careful consideration was given to arranging the classes; students were placed randomly without consideration for sitting in front of the class. The SWVI should have been given priority in sitting in front, and some teachers needed to care about that situation. Further, the teachers and other members found in the school environment should use clear language and avoid using visual references to avoid the stigmatisation and segregation of students with Visual impairment. Therefore, the government, through the Ministry of Education and Vocational Training (MoEVT), and different stakeholders need to work together and show commitment to inclusive education by providing enough relevant materials for students with Visual impairment. Moreover, teachers should educate peers about visual impairments and promote empathy and understanding. Keywords: Environmental Adaptation, Impairment, Inclusion, Inclusive education, Visual Impairment | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9317 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | School environmental adaptations for the inclusion of students with visual impairment: at a selected secondary school in Korogwe district –Tanga, Tanzania. | |
| dc.type | Thesis |