{'fraction_non_alphanumeric': 0.012578616352201259, 'fraction_numerical': 0.0, 'mean_word_length': 5.179611650485437, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Developing Teachers' Work for Improving Teaching and Learning of Children with Visual Impairment Accommodated in Ordinary Primary Schools

The study investigated how to facilitate teachers in developing their work in improving the teaching and learning of children with visual impairment (CVI) accommodated in ordinary classrooms. The study takes the form of collaborative action research where the researcher works in collaboration with the teachers. The project is being conducted in the three ordinary primary schools accommodating CVI in Tanzania. The findings for the first phase of the project indicate that there are qualitative differences in views about the challenges facing CVI in their learning. Teachers indicated lack of skills in preparing teaching aids, and knowledge and skills in managing classrooms as main challenges. As a result CVI were of the opinion that lack and use of teaching aids and classroom communication were the main barriers to their learning process. On the other hand, parents of CVI had views that learning is of value if their children will be employed later on, otherwise, they learn so that they will later forget. The teachers, parents and pupils agree that inadequate resources are a setback in ensuring quality learning for CVI.