Blind Teachers' Perspectives on the Difficulties They Face in the Workplaces in Tanzania

Background/purpose. The literature supports the idea that blind people, including teachers, work in a variety of jobs and do their jobs well. This study intended to explore how blind teachers perceive the difficulties they encounter in inclusive teaching in the school environment.

Materials/methods. In this qualitative study and phenomenological design, face-to-face interviews generated data. Participants were blind teachers. The sample consisted of 15 participants. A thematic analysis was conducted.

Results. The findings were deficiencies in the actual physical workspace, transportation, discrimination, insufficient appropriate accommodations, insufficient assistive equipment and teaching materials, and a dearth of opportunities for professional advancement.

Conclusion. Although Tanzania seeks to engage teachers with disabilities as role models in schools and education, several challenges remain standing in the way of achieving this goal. As a result, schools, local governments, and other national education stakeholders need to take more action.

Keywords: Blind teachers, inclusive education, inclusive teaching, right to work, workplace

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