Abstract
This article assesses the extent to which counselling services address the special needs of students with visual impairments in Tanzanian universities. The objectives are to: (i) analyse supportive counselling services available for handling social-psychological and educational problems facing students with visual impairments; and (ii) assess the extent to which the available counselling services are capable of addressing social-psychological and educational needs of students with visual impairments. To a great extent, the study was informed by the solution-focused therapy; the cognitive-behavioural therapy; and by the sensory integration therapy. The research employed a multiple case study design with a qualitative approach. Three higher learning institutions with a total of 55 participants were involved in the study. Data collected through interviews, focus group discussions and observation were analysed descriptively, while being organized in line with the objectives of the study. Findings revealed that available counselling services were not adequate and effective to address counselling needs of students with visual impairments. It was concluded that despite the efforts made by university authorities to ensure that counselling services are available to all students, more efforts are needed to ensure that those services address the diverse needs of students. The study recommended for more adjustments in the areas of policy framework; counsellors’ knowledge on disability and techniques for counselling of individuals with visual impairments; counselling environment; accessibility of counselling information; collaboration with other specialists in disabilities; and adequacy of trained counsellors in universities.
Recommended Citation
Mgumba, Batista Francis
(2022)
"The Status of Counselling Services for Students with Visual Impairments in Tanzanian Universities,"
Journal of Humanities and Social Sciences: Vol. 10
:
No.
5
, Article 2.
Available at: https://doi.org/10.56279/jhss.v10.i5.1
Publication Date
3-10-2022
DOI
10.56279/jhss.v10.i5.1
Publisher
Dar es Salaam University College of Education (DUCE)
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