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The study examined the academic performance impediments of students with visual impairment in inclusive secondary schools in Tanzania. It specifically examined; learning- teaching strategies and methods, teachers’ adaption of learning- teaching resources and examination, the status of orientation and mobility, and finally it established instructional leaders support to students with visual impairment. The study was guided by the social model of disability. The study adopted descriptive survey research design. The targeted population included instructional leaders, teachers and students where the representative sample of 484 participants was used. Data were obtained through questionnaires, interview, documentary review, Focus Group Discussion and observation. Qualitative data were thematically analysed and the founded sub-themes were embedded with descriptive quantitative data analysed from Statistical Package of Social Sciences (SPSS) version 21. The major findings from the study indicate that, most of the learning- teaching strategies and methods employed in inclusive secondary schools were not adapted for students with visual impairment. In addition, there was inappropriate or no adaptation of learning- teaching resources and examination towards the learning style of those students. Furthermore, it was indicated that students with visual impairment were receiving orientation and mobility services and instructional leaders were not fully supporting those students appropriate learning- teaching practices. The study therefore, recommends that inclusive education should be incorporated in the curriculum of general teacher’s education, collaboration among inclusive education stakeholders should be improved. Furthermore, the government should provide materials, funds and seminars to students, teachers and instructional leaders. |
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