The involvement of primary school pupils with visual impairment in extracurricular activities: Teachers’ perceptions and practices in Tanzania

Abstract

This qualitative study used a multiple case study to explore teachers’ perceptions and practices of involving visually impaired pupils in extracurricular activities in Tanzania’s special and inclusive primary schools. Data collected from teachers and pupils with visual impairments (VIs) using interviews, focus group discussions and observations were subjected to thematic analysis in accordance with the research objectives. The study found that teachers had similar views on the benefits of involving pupils with VI but varied perceptions of the modality of involving them. Moreover, the teachers performed several practices that do and that do not support the involvement of pupils with VI in extracurricular activities. It emerged that teachers’ perceptions inform their practices, which are vital in involving pupils with VI in school-based extracurricular activities. As such, it is pertinent for teachers to avoid negative statements that discourage pupils with VI from active participation in school-based extracurricular activities. Instead, they should establish inclusive plan amenable for pupils with VI to engage in these activities.