Dissertation (MA Education)This study examined the challenges faced by VIC and their teachers in inclusive primary schools, in South Region of Unguja Island. The study focused on five research objectives: to identify the enrollment rate of VIC in inclusive primary schools; to examine the existing programs for education of VIC and teacher‟s training; to investigate the challenges which faced by VIC in their pursuit of learning at inclusive primary schools; to explore the challenges faced by teachers in facilitating learning to VIC; and to explore stakeholders' recommendations on overcoming the challenges faced by VIC and their teachers in inclusive primary schools. The study employed descriptive survey design with both qualitative and quantitative research approaches. A total of 90 respondents were sampled from five inclusive primary schools and IEU. Purposive sampling technique was used to obtain head teachers, teachers, VIC, parents of VIC and IEOs. Further, children without VI were randomly selected. Data were collected through interview, observation and documentary review. The collected data were subjected to both qualitative and quantitative analysis which involved tabulation, frequencies and percentage. Key findings revealed that VIC and teachers adversely suffered from several constrained such as overcrowded classroom, inadequate teaching/learning materials, inadequate trained teachers and others which hinder their effective teaching/learning in inclusive classroom. Recommendations on reducing class sizes, supply adequate teaching/learning materials, organizing public awareness programs, improved learning environments and organizing teachers training programs have been made for both key IE stakeholders. Finally, future research should be conducted on academic achievements and social performance of inclusive primary schools VIC.