Environmental Adaptations for the Inclusion of Learners with Visual Impairment at Korogwe Girls Secondary School in Tanzania

Ansila Gabriel Nyaki – Archbishop Mihayo University College of Tabora, Department of Special Education Tanzania

Magdalene Simalalo – University of Zambia, School of Education, EPSSE Dept.

Enes Miyanda Chitumbo – University of Zambia, Institute of Distance Education

Athanas M. Garaba – Tanzania Public Service College-Tabora

Email: ansilanyaki7@gmail.com

Abstract: This study explored the physical and classroom environmental adaptations implemented to promote the inclusion of students with visual impairments at Korogwe Girls’ Secondary School in Tanzania. Although considerable progress has been made toward inclusive education, students with visual impairments continue to face barriers that limit their equal access to quality education and opportunities to develop essential life skills. To investigate these adaptations, the study adopted an exploratory qualitative case study design. The study population comprised students with visual impairments and teachers from a selected inclusive secondary school. Criterion purposive sampling was used to select one school from the three inclusive secondary schools in Korogwe District. A total of 15 participants took part in the study. Data were collected through semi-structured interviews, focus group discussions, and non-participant observations. The trustworthiness of the findings was ensured by adhering to the qualitative research criteria of credibility, transferability, dependability, conformability, and authenticity. The findings revealed that the school had implemented several environmental adaptations to support the inclusion of students with visual impairments, including accessible infrastructure, appropriate teaching and learning materials, inclusive instructional strategies, and orientation and mobility training. Despite these efforts, the study found that many students still required assistance when moving around the school environment, indicating that existing adaptations were not sufficient to ensure full independence. The study concludes that inclusive education can be strengthened by providing learning materials tailored to the varying levels of visual impairment and by extending orientation and mobility training to all members of the school community. Such measures would enhance accessibility, participation, and learning outcomes for students with visual impairments.