Examining Visual Impairment Challenges on Special Needs Pupils’ Academic Achievement in Bukoba District, Tanzania

Abstract

The main purpose of this study was to examine the challenges facing visually impaired pupils on academic achievement in special needs primary schools in Bukoba District, Tanzania. The study was guided by a specific objective: to examine visual impairment challenges facing special needs pupils’ academic achievement in Bukoba District. The study was anchored on Maslow’s theory of needs. The study employed a survey research design. The target population was 791 respondents that involved 53 teachers, 735 visually impaired pupils, 2 Head teachers, and 1 DEO. The sample size was 39 teachers, 47 visually impaired pupils, 2 Head of schools and 1 District Educational Officer. The researcher used questionnaires and interviews guides as the tools for research data collection. The study found 92.3 percent agreed by saying that there were some challenges facing visually impaired pupils on academic achievement while few respondents equal to 7.7 percent respondents responded by saying there are no challenges facing visually impaired pupils in special needs primary schools in Bukoba district. Finally, the study recommends that the government should put much effort on supporting visually impaired pupils through financial support as well as allowing more teachers to go for further training, besides providing relevant teaching and learning resources. Ethical considerations were adhered to including seeking consent of the respondents and guarding against plagiarism.