LEARNING EXPERIENCES AND SPECIAL EDUCATIONAL NEEDS OF STANDARD THREE PUPILS WITH BINOCULAR VISION DIFFICULTIES IN TANZANIA

Abstract

Learning in early primary school extends beyond academic outcomes to include pupils’ participation in classroom activities. This qualitative study explored the learning experiences of Standard Three pupils who screened positive for binocular vision findings and reading difficulties in a rural government primary school in Geita District Council, Tanzania. Eighteen pupils (9 boys and 9 girls) were purposively selected based on predefined study selection criteria. Data were collected through two gender-homogeneous focus group discussions and analysed using reflexive thematic analysis. Three themes were developed: Visual Experiences During Reading, Environmental Condition on Reading Experience, and Psychosocial Consequences of Reading Difficulties. The findings highlight visual, environmental and psychosocial dimensions that may extend beyond what conventional reading assessments capture. The findings do not establish that binocular vision problems caused the reported reading difficulties. Instead, the findings highlight the importance of recognising pupils’ reports of visual discomfort, providing a supportive classroom environment, and strengthening appropriate referral pathways for further assessment. The study recommends that education and health stakeholders strengthen school-based vision screening in rural primary schools, together with clear referral pathways for pupils with persistent visual concerns.

Keywords: binocular vision, learning experiences, reading difficulties, standard three pupils, school-based vision screening

Ethics and Conflict of Interest

Ethical clearance was obtained from the University of Dodoma Research Ethics Committee (Ref. No. MA.84/261/104/63) before data collection began. Administrative permission was subsequently obtained from the relevant regional, district and school authorities. Passive parental consent was obtained through information provided to parents or guardians before participation and verbal assent was obtained from every pupil immediately before their discussion began. Participation was entirely voluntary, and pupils were informed that they could withdraw from the discussion at any point without consequence. Confidentiality was explained to pupils in simple, age-appropriate language, consistent with recommended practice for research involving children (Heary & Hennessy, 2002; Peñaherrera-Vélez et al., 2023), and all identifying details, including the name of the school, were withheld from this paper to protect participants’ privacy. The audio recordings and transcripts were handled confidentially. The authors declare that ethical guidelines were followed throughout the research process. We make clear that the views and findings expressed in the study are solely those of the authors. The authors also declare that there is no conflict of interest regarding this study.

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