| dc.creator |
Himid, Asia A |
|
| dc.date |
2019-08-29T12:34:48Z |
|
| dc.date |
2019-08-29T12:34:48Z |
|
| dc.date |
2012 |
|
| dc.date.accessioned |
2022-10-20T14:15:43Z |
|
| dc.date.available |
2022-10-20T14:15:43Z |
|
| dc.identifier |
Himid, A.A. (2012). The challenges faced by visually impaired children and their teachers in inclusive primary schools: the case of South region of Unguja Island. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1310 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1310 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
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. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Unguja island |
|
| dc.subject |
South region |
|
| dc.subject |
Inclusive primary schools |
|
| dc.subject |
Visually impaired children |
|
| dc.subject |
VIC |
|
| dc.subject |
Visually disabled children |
|
| dc.subject |
Blind children |
|
| dc.subject |
Challenges |
|
| dc.subject |
Problems |
|
| dc.subject |
Inclusive primary schools teachers |
|
| dc.title |
The challenges faced by visually impaired children and their teachers in inclusive primary schools: the case of South region of Unguja Island |
|
| dc.type |
Dissertation |
|