Integration of universal design for learning principles to accommodate students with visual impairments in inclusive public secondary schools of Mwanza City, Tanzania

Universal Design for Learning (UDL) is an educational framework for promoting inclusive education through its three core principles: multiple means of representation, engagement, and expression, which emphasize flexible teaching and assessment practices to accommodate students' diverse educational needs. This study explored how teachers integrate UDL principles to support students with visual impairments in the selected inclusive public secondary schools of Mwanza City, Tanzania. Guided by the Social Model of Disability, the study employed a qualitative approach with a case study design involving 20 participants who were purposively selected, including teachers, school administrators, and students with visual impairments. Data were generated through interviews and observations and analysed thematically. The findings revealed that teachers integrated UDL principles through different strategies, including verbal explanations, the use of tactile materials, using Braille resources, audio-recorded lessons, the use of assistive devices such as Orbit Readers, peer support, oral assessments, and Braille -based assessments. It was also revealed that teachers integrated technology through the use of voice recorders, orbit readers and audio books. These approaches enhanced students' access to the curriculum and assessment, fostering their learning independence and participation. However, the integration of UDL principles was partial and informal, challenged by inadequate training, shortage of assistive technology, workload, and time pressure resulting from the low number of trained personnel. The study concluded that this commitment by teachers demonstrates a step toward the practical realization of inclusive education, though more efforts are still required for true and institutionalized inclusive practices. The study recommended that the educational authority should prioritize teacher training and the procurement of assistive technology. In addition, the authority should establish a clear and feasible policy and framework for UDL implementation.