Teaching Strategies Deployed by Teachers in Improving Academic Performance of Students with Visual Impairment in Inclusive Secondary Schools in Tanzania

Abstract

This paper focused on teaching and learning strategies deployed inTanzanian inclusive secondary schools to enable students with visualimpairment perform well during classroom sessions and examinations.The study was conducted in four administrative regions of Dar es Salaam,Dodoma, Mwanza, and Tabora and involved 24 participants. The studyfindings revealed the following teaching and learning strategies adoptedto enable students acquire sufficient knowledge in subjects taught: placingstudents in front of classrooms, teachers ' clear articulation of wordsand sentences when teaching, proper lesson preparation, reading wordswritten on chalk boards, avoiding questions leading to choral responsesin teaching, and curriculum modification. The study recommends thatappropriate teaching and learning strategies should thus be designedand applied in inclusive classrooms to facilitate lesson understanding andbetter performance in their tests, assignments and examinations.Keywords: inclusive classrooms, secondary schools, students with visualimpairment/ with VI. teaching/learning strategies