Inclusion of Students with Visual Impairment in a Regular University Setting: Experiences, Challenges, and Coping Mechanisms

Elizabeth Bhalalusesa

Abstract


Currently, there has been a gradual increase in the number of visually impaired students being admitted to higher learning institutions in Tanzania where they are obliged to learn in settings designed for students without disabilities. This paper attempts to provide an inner understanding of how these students actually learn, the challenges they experience in the process of learning, and the strategies they use to cope with these challenges.  The paper is based on a study conducted using 12 visually impaired students studying for a degree at a university in Tanzania. The findings of this study demonstrate that students with visual impairment are able to learn like students with no such disability. However, these students have additional needs attributable to their disability, which make their daily tasks as students complicated because of their lack of sight. Apart from individual personal efforts, visually impaired students have to struggle to seek and make use of available support networks to learn and perform to the best of their ability. Therefore, sensitivity of the teaching as well as non- teaching staff is necessary to create an equitable, safe and friendly learning environment where each learner feels valued, accepted and included. 

 

Key words:  Higher education, inclusive education, visual impairment


Full Text:

PDF

References


Esere, O., H., Omotosho, J., Olawuyi, B. & Ojiah, B. (2016). Challenges of and coping strategies employed by students with visual impairments in South Eastern States of Nigeria. African Journal of Special and Inclusive Education,1 (1),42-52.

Frederickson, N., & Cline, T. (2009). Special needs, inclusion and diversity (2nded).McGraw Hill: Open University Press.

Heward, W.L. (1996). Exceptional learners: An introduction. Ohio: Merril, An input to Prentice Hall.

Mkumbo, K. (2010). Students’ attitudes towards learning with their peers with disabilities: Implications for inclusive education. Journal of Adult Education, 18, 26-35.

Morgan, A. (1993). Improving your students learning, reflections on the experience of study. London: Kogan.

Okkolin, M., Lehtomaki, E., & Bhalalusesa, E. (2010). The successful education sector development in Tanzania: Comments on gender balance and inclusive education. Journal of Gender and

Development, 22 (1), 63-72.

Pinquart, M. (2013). Perceived social support in adolescents with and without visual impairment Journal of Research in Development Disabilities, 34 (11), 4125-33.

Possi, A. (2008). The provision of early educational identification, assessment and intervention services for children with intellectual disabilities in Tanzania. Unpublished MA. dissertation, University of Dar es Salaam, Dar es Salaam.

Possi, M.A.K. (1986). The effect of integration on blind pupils, academic and social performance in primary school in Tanzania. Unpublished MA dissertation, University of Dar es Salaam, Dar es Salaam.

Possi, M.K. (2006). From special to inclusive education for children in special needs in Tanzania: Old wine in a new bottle? Journal of Issues and Practice in Education, 1, 47-63.

Spungin, S. J., & Ferrell, K. A. (2007). The role and function of the teacher of students with visual impairments. Position paper of the Division on Visual Impairments, Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.

Teferra, T. (2005).Disability in Ethiopia: Issues, insights, and implications. Addis Ababa: Addis Ababa University Print. Press.

Tungaraza, F. (2009).Contending with teachers’ attitudes and inertia in the face of transformation from exclusion to inclusion in Tanzania primary schools. Journal of Adult Education, 17, 88-113.

Tungaraza, F. (2010). Accomplishments and challenges facing students with disabilities at the University of Dar es Salaam: Thirty years of navigating the hill. Papers in Education and Development, 29, 134-155.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: UNSECO Publications.

UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: UNESCO Publications.

UNESCO-IBE (2008). Teacher professional learning and development, Paris: UNESCO Publications.

United Republic of Tanzania (1998) The Constitution of the United Republic of Tanzania of 1977, Dar es Salaam: M.P:P Printers.

United Republic of Tanzania. (2004). Special needs education unit report. Dar es Salaam: Ministry of Education and Culture.

Wlodkowski, R. J. (1999). Motivation and diversity: A framework for teaching. New Directions for Teaching and Learning, 5–16. doi:10.1002/tl.7801.


Refbacks

  • There are currently no refbacks.