Teaching pedagogies in Tanzanian inclusive educational settings: Do they respond to diverse needs? Voices from students with visual impairment:

Students’ learning and participation in inclusive educational settings requires, among other things, teaching pedagogies that respond to students’ diverse needs so as to benefit from the education provided. This study explored teaching pedagogies employed in Tanzanian inclusive educational settings across all educational levels, whether or not they respond to students’ diverse needs, using voices of students with visual impairment (VI) in higher education institutions (HEIs). A total of 16 students with VI from two HEIs were involved in a semi-structured interview, with thematic analysis being used to evaluate the data. The teaching methods used in primary schools were found to be more responsive to the needs of students with VI, compared to secondary schools and HEIs. Similarly, more positive inclusive practices were reported in primary schools than in secondary and higher education settings, and more primary school teachers with neither inclusive nor special education training were reported to be suppor...