Mugyenyi Apolo – Department of Education, Tumaini University Makumira, Tanzania

Email: muhamedm.mgeni@gmail.com

Abstract: This study aimed to assess teachers’ competencies in teaching learners with visual disturbances (LWVD) from teachers’ perspective and as experienced by learners in Ilala and Moshi Municipal Councils. A descriptive qualitative approach with descriptive design was employed. Data were collected from teachers and primary school learners. Data were collected through open-ended questionnaires, interviews, documentary review and observational guide. The data were analysed using qualitative thematic analysis. The study found that teachers faced challenges in providing instructions to LWVD as they had inadequate competencies, knowledge and skills to implement an Individualised Educational Program (IEP) for such learners. As a result, the participation in the academic activities among LWVD was lower compared to that of pupils termed as ‘normal’. From teachers’ and learners’ perspectives, all these challenges can be addressed in two ways: the government should include special and inclusive education courses in all teacher colleges and the import taxes for learning and teaching materials for learners with special needs including LWVD should be removed. The government should regularly conduct in-service training for teachers to acquire competence, knowledge and skills that would help them manage LWVD in the learning and teaching process.