Attitudes of Non-disabled Students towards Inclusion of Peers with Visual Impairment in Tanzanian Regular Education

Abstract

The study investigated the attitudes of non-disabled students towards the inclusion of peers with visual impairment in Tanzania’s regular education classrooms. In particular, it examined the differences between male and female students in their attitudes on the inclusion of peers with visual impairment in regular secondary schools; the influence of class level; and the influence of school type on attitudes towards inclusion. Three regular secondary schools were purposively selected and a total of 283 nondisabled students participated in the study. The findings showed that A-level students held more positive attitudes compared to O-level students. Furthermore, the attitudes of non-disabled students towards the inclusion of students with visual impairment were associated with the student’s school type. Moreover, the attitudes of nondisabled students towards the inclusion of peers with visual impairment were positive among non-disabled female students compared to non-disabled male students. The study recommends for greater participation of non-disabled students on issues pertaining to inclusive education.