Teachers’ Perceptions of the Application of Universal Design for Learning in Accommodating Learners with Visual Impairments in Public Inclusive Secondary Schools of Mwanza City-Tanzania
Jackson Julius Manase – Archbishop Mihayo University College of Tabora (AMUCTA), Department of Special and Inclusive Education (Tanzania)
Kenneth Kapalu Muzata – University of Zambia, Department of Educational Psychology, Sociology and Special Education
Magdalene Simalalo – University of Zambia, Department of Educational Psychology, Sociology and Special Education
Email: jackmanase58@gmail.com
Abstract: Universal Design for Learning (UDL) is an educational framework for promoting inclusive education through its three core principles: multiple means of representation, engagement, and action, which emphasize flexible teaching and assessment practices to accommodate students’ diverse educational needs. This study examined teachers’ perceptions and implementation of Universal Design for Learning (UDL) for learners with visual impairments in inclusive public secondary schools in Mwanza City, Tanzania. Using a qualitative case study design, data were collected from 10 secondary school teachers through interviews, and analysed thematically. Findings show that teachers generally view UDL positively, but mainly understand it as mbinu mseto (mixed teaching methods) rather than a structured framework. UDL was perceivedas a way of reducing learning barriers and improving participation. However, implementation was largely informal and constrained by limited resources, inadequate training, heavy workloads, and reliance on special education teachers. The study concludes that UDL practices are emerging but not yet fully institutionalized. It recommends strengthened teacher training, improved availability of assistive technologies, and policy support to ensure consistent implementation in inclusive classrooms.
