This study aimed at investigating the challenges which children with visual impairments face in learning and participation in inclusive primary schools. It was a qualitative case study design, which specifically aimed first, to examine how the learning environment affects learners with visual impairments in inclusive primary school. Second, to explore the social interaction of learners with visual impairments in learning and participation in the inclusive schools.
Purposive sampling was adopted and one school was selected from one municipality in
Tanzania. The study involved 15 learners with visual impairments, 10 sighted learners and 6 teachers. Thus the sample size included 31 respondents. The data were collected through semi - structured interviews and non-participant observation. The data was subjected to transcription and thematic analysis, of which the results are presented in accordance to
themes, categories and direct quotes.