Counsellors ‘qualifications to the provision of counselling services for visual

impairments in Tanzania

Fortunatus Peter,
Department of Educational psychology and Curriculum Studies University of
Dar es Salaam;email peterish25@[Link]

Suitbert Lyakurwa

Department of Educational psychology and Curriculum Studies,

University of Dar es Salaam counselling, pupils visual impairments, special primary
schools, counsellors’ qualification. Lyakurwas@[Link]

Bernadetha Gabriel Rushahu

Department of Educational psychology and Curriculum Studies,
University of Dar es Salaam, brushahu@[Link]

1
Abstract

Pupils with visual impairment has standing history whereby, they experiencing difficulties in
accessing counselling services in schools due to several reasons, among others, it includes
unsupportive school environment unqualified teacher counsellors, lack of research on
contribution of teacher counsellors’ training. In a particular, there is scarcity of exploring
the contribution of teacher counsellors’ qualifications to the provision of quality counselling
services for pupils with visual impairments in schools in Tanzania. The study used qualitative
approach where interviews, documentary review and observation were used as data
collection instruments. It involved 6 participants from two special primary schools for pupils
with visual impairments in Tanzania, including 2 head of the schools and 4 teacher
counsellors. The study revealed that most of teacher counsellors are not qualified to provide
counselling services especially for pupils with visual impairments. The study recommended
that the government through the ministry of education science and technology should
urgently prepare proper training and hire the counselling expertise to provide counselling
services at schools.
.

Keywords: counselling, pupils visual impairments, special primary schools, counsellors’

qualification.

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1.0 Introduction and background information
There has been a growing recognition of the need of counselling services to tackle these
various psychosocial impacts for pupils with visual impairment and to provide emotional
support as part of integrated low vision and blinded services in schools (Nyman, Gosney, &
Victor, 2010). It has blamed that pupil with visual impairments have been viewed as less
than human, a burden upon society, a menace to society, sick/medically ill, objects of pity,
and eternal children holy innocents” throughout the long course of human history. Some of
these perceptions have led to direct persecution of visually impaired individuals; others have
led to what might be charitably called benign neglect (Ampumuza, 2010).
The teacher counsellors for pupils with visual impairment in schools had differing
professional backgrounds, for that note, the training of teacher counsellors affects the
provision of school counselling services to pupils all over the world. Majaho (2013) revealed
that teacher counsellors without formal professional preparation and training in school
counselling are incompetent to address in totality the academic/educational, personal/social
and career/vocational concerns of pupils. Owing to the professional incompetency of their
teacher counsellors. The most available study founded that teacher counsellors in crisis as
experiencing ambiguity in role identification. It is because most teacher counsellors are first
identified as teachers, not as counsellors (Wambu & Fisher, 2015).
The United States of America has produced the most favorable environment for counselling
services in schools, which has an indirect impact through counsellors' satisfaction and
mirrored in their customers. As counsellors who operate in a desirable physical setting to
provide counselling services for pupils with visual impairments in schools, the optimal
physical environments have an impact on how well teachers counsellors can perform their
duties. In light of this, it is important to remember that the counselling environment is made
up of three main parts: the social, psychological/emotional, and physical. The physical setting
includes things like normal counselling offices with furnishings, computers, psychological
testing, audio and video labs (Nyan, 2014).
In a case of Tanzania, the initiative and emphasis on counselling services in primary, were
remarkably dated in 2020 (WyEST,2020). A guide of 2020 for the upbringing, counselling
and child protection of schools and teacher training colleges in Tanzania and has shown the
way the teacher’ counsellors should obtain by participating in the schools boards, pupils and
all teachers staff, most of the pupils votes to select one male teachers and one female
teachers to deal with pupils’ wellbeing and serving their psychological, emotion needs

3
includes; the choice of the interested subject, reproductive education and resolving pupils’
conflicts. The National Strategy of 2018-2021 for Inclusive Education has also been placed
on hand for emphasizing the practices of counselling services to all schools including special
primary schools for pupils with visual impairments (MoET, 2017).
1.1 The purpose of the Study
To explore the contribution of teacher counsellors’ qualifications to the provision of
counselling services for pupils with visual impairments in special primary schools in
Tanzania.
1.2 The study was guided by two research questions, including:
What are challenges special primary teacher counsellors faces in providing quality
counselling services for pupils with visual impairment?
What are Special primary teacher counsellors’ qualifications in providing quality counselling
for pupils with visual impairment?

2.0 Literature review

2.1 Professional Educational Objectives of Counsellor Educators
It has been stressed that the objective of organizing professional counsellor educator is to
produce professional counsellor educators who master academic competencies that lead to
the awarding of the field of counselling, which is then continued with the professional
education of counsellor educators. Counsellor educators need to be proficient in both
professional and academic domains in order to function as professional educators. Counsellor
educators in particular need to adhere to the professional counsellor education program in
order to attain professional counselor competency, as demonstrated by the program's
indicators (Susandra, Hidayah & Rahman, 2020).
2.2 The required Skilled Teacher Counsellors in Schools
Since school counselling is unique and multifaceted roles across different specialization, the
process of training teacher counsellors gain serious importance. This is because school
professional counselling includes the application of mental health, psychological or human
development principles through cognitive, effective, behavioral or systematic intervention
strategies that address wellness, personal growth, or career development as well as pathology
(Remley, & Herlihy, 2014). Therefore a core counselling perspective may be thought of as
containing five foundational areas including professional counselling knowledge, skills,
ethics, values, and worldwide view which are also critical to teacher counsellors. In fact,

4
accredited counsellor education programs must include different key features which are
professional orientation, ethical practice, social and cultural diversity, human growth and
development, career development, helping relationship, group work, assessment, and research
and program evaluation (Lauka, McCarthy, & Carter, 2014).

These guidelines are intended to ensure that counselling professional especially those in
schools gain knowledge of human development, behavioural, group dynamics, relationship,
culture, health and wellness, and illness and psychopathology. At the same time, this
knowledge also enhances a professional ability to understand the complexities clients or
students bring to counselling as well as the full range of possible ways to address their needs.
In general, each counselling specialization encompasses additional specific knowledge and
competences to address the specific areas of expertise required (Lauka, McCarthy & Carter,
2014).

3.0 Methodology
The study used qualitative research approach that allow the researcher to study participants’
viewpoint opinions, and perspectives regarding the counsellors’ training to the provision of
quality counselling services for pupils with visual impairments in special primary schools.
The study employed interview, documentary and observation guides for data collection. The
study used case study design to gain in- depth understanding on the counsellors qualifications
in schools. The cases in this context were two special primary schools. Unity of analysis
examined the common standards of teacher counsellors in schools in the provision of quality
services to the clients. Therefore, the facts and patterns gathered would be more meaningful if
they give a social construct and an interpretation of peoples' reality (Stephens et al., 2015).
For example, do you think the available qualifications meet the standards criteria on the
provision of counselling services for pupils with visual impartment?

Again, under the epistemological assumption, the researcher, with the participants, generated
knowledge on contribution of counsellors’ training to the provision of quality counselling
services for pupils with visual impairments through the social constructivism rather than
individual constructivism. The interaction between the researcher and participants was
maximally done to gain considerable professional knowledge on counselling services for
visually impaired pupils (Plano Clark, 2017).

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3.1 Data Analysis procedure
Data analysis employed the thematic analysis method. This thematic analysis served as a tool
to elaborate and explain findings from a qualitative field study. Thematic analysis is a method
that is acknowledged and widely used as a qualitative analysis procedure. The researcher
analysed the data using thematic analysis based on the research objectives. Also, the
thematic analysis approach was involved reading through each interview's researcher text and
identifying the responsiveness to the main questions asked by the approach involving
shortening the text and creating categories (Plano Clark, 2017).

3.2 Study Area

The proposed study was conducted in two administrative Regions: Dodoma and Tabora
regions. Two schools, namely; Buigiri special primary school founded in the Dodoma region
and Furaha special primary school founded in Tabora region were selected. The choice of the
study areas was based on the merits of their locations where the two schools are found.
Buigiri special primary is located in rural area while Furaha special primary school is located
in urban area. The two schools meet the criteria for this study. Both schools, Buigiri and
Furaha offer the same education programme with special instruction and a modified
curriculum for pupils with special needs, particularly visually impaired pupils. Possi and
Milinga (2017) stressed that Buigiri special primary school is for blind pupils owned by
Anglican church. Since its establishment in 1950, the school has enrolled many pupils with
visual impairment (blind and low vision impairment). The number of pupils with visual
impairment ranged from 42 (16 males and 8 females). Furaha special primary school was
established by the Pentecostal church in 1951. It is only for blind pupils with a total number
of 89 pupils. The number of boys is 46 and 43 are girls in the category of blind and low
vision. The school's curriculum, like that of Buigiri, included vocational and academic skills
including basketry and weaving. The skills and knowledge taught to them are offered from
standard one to standard seven.

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3.3 Population
The population in this study was drawn from special primary school administrators and
counsellors. The population was heterogeneous, comprising special primary school
administrators and counsellors of different age groups, gender, and experience (Barnes &
Grove, 2003).
In terms of counselling specialisation, all the four teacher counsellors were having a topic of
counselling in teacher training programme. Furthermore, data suggests that most of the
teacher counsellors attained two weeks in window training counselling programme. This
indicates that almost all counselling providers in special primary schools shows that their
qualification status that do not match and meet the needs of the pupils with visual impairment
in schools. Out of four teacher counsellors reported to have limited knowledge and skills to
provide counselling services for pupils with visual impairment due the historical basis and
qualification they obtained during teacher training programme; they were prepared to be
schools’ teachers rather qualification about the provision of counselling services for pupils
with impairment in a particular.

4.0 Findings and discussion

The study wanted to know the contribution of counsellors’ qualifications to the provision of
quality counselling services for pupils with visual impairments in Tanzania. Interview review
was conducted with head of special primary schools and teacher counsellors. The results
showed that most of teacher counsellors lack professional training to provide quality
counselling services for pupils with visual impairment. The researcher findings are clearly
presented below:
4.1 Challenges facing special primary teacher counsellors in providing counselling
services for pupils with visual impairment
During this study the participants were asked a series of questions in relation with constraints
that face teacher counsellors in the provision of counselling services for pupils with visual
impairments. A variety of responses were given by the participants, it was revealed that
many of the problems and issues that participants faced were similar to the extent that the
provision of counselling services embedded with common obstacle and constraints that are
reflected with unplanned general school setting environment and limited counsellors’
qualifications training to provide quality counselling services for the needs.

7
4.2 Limited knowledge of using counselling resources in schools
When the participants were asked to express on the necessary and available counselling
resources in schools, most of them were doubtful whether the available counselling resources
are relevant and that could be a good position for special group to access it. Their doubtful
were linked to the availability of counselling resources and teacher counsellors’ training on
the use of counselling resource to serve the need. They viewed that to implement counselling
service effectively, there should be a well design counselling room with well furniture and
other resource while the school counsellors should be trained with relevant skill and ability to
utilize the mentioned counselling resource. During an interview one of the teacher
counsellors revealed the followings:
Frankly speaking, I have never used scientific tools in providing counselling
services specifically for pupil with visual impairment and we have no such
tools. I always provide counselling services at any school environment
depending to what they present to me during counselling process. At least the
government could provide auditory tools similarly capacity building on how
to use it, to enhance their earing ability (interview: teacher counsellor).

Poor qualification was reported to have limited effective of counselling services for pupils
with visual impairments in schools. Additionally, Mapfumo and Nkoma (2013), Mbongo
(2013) and Sima (2010) established that limited counselling leads to inadequate delivery of
counselling services in schools. The availability of quality counselling services in schools
such as confidential counselling rooms, files, reference books, brochures, counselling
manual, books shelves, drawers and psychological test materials are essentials that determine
the quality of counselling services in schools.
Due to blocked knowledge in providing this service in schools, the most teacher counsellors
claimed in failing to identifying and utilizing the few counselling resources specifically the
counselling resources that should be available in counselling rooms. This is contrary
compared with study done by Zimba and changala (2018) who found that the provision of
counselling services in Zambian primary school are provided by school teachers who are
trained with theory and practical on the guidance and counselling in schools. Similarly, Van
Staden & Howie (2010) explored that to be a teacher in South Africa needs to be qualified in
providing counselling services in schools, teacher counsellors also one who has a caring, non-

8
threatening, non-judgmental relationship with pupils. This is incompatible with the normally
evaluative, authoritarian and disciplinarian role of the subject teacher.

Again, the findings corresponded with the study done by Hayes (2002) who explored that it is
essential to meet the minimum and standard criterion on practices equivalent to teacher
counsellors’ ability to utilize the available counselling resources. On that note, the school
counsellors should be well qualified in handling pupils with disabilities as pupils with visual
impairment a particular.

The raised funding has been supported by Gusteti and Neviyarni (2023) who argued that the
teacher counsellors should be familiarised with the effective strategies to ensure the
availability of counselling resources are identified and available to facilitate the
implementation in schools. Basing on insisting on the rationale of counselling resources in
schools, they furthered explore that the kind of strategies of identifying the mentioned
counselling resources should include capacity building strong relationship with the schools’
personnel.
Cania, Ahmad, and Syukur (2024) supported for suitable maintenance of counselling
resources. They viewed the commitment of the teacher counsellors should prepare and well
cared counselling resources by enabling the smooth functioning of counselling services of
which the maintenance activities may include routine repairs of electronic equipment, desks
or work chairs, care for counselling rooms, worship places, counselling instruments, and all
resources related to the implementation of guidance and counselling in schools.

Teacher counsellors should ensure the availability computers that are needed to keep various
counselling information. Further, the counselling environment should be accessible and meet
health and safety desires. Pupils must be aware of their security; know protocols and fire
precautions. The counselling environment also needs to have appropriate decoration,
furnished, professionally conducted and comfortable for students as well as free from faith
symbols (Pearson, & Wilson 2012). It is also pertaining to counselling amenities like
counselling rooms with fairly distributed chairs, tables, and cabinets. To save various
counselling related data, computers and recorders are required.

9
Connecting to American Foundation for the Blind (2005) came to review that the lack of
accessibility for the visually impaired is central to a number of the issues the blind or low
visual individuals face. There is a limited number of inclusive/accessible activities for the
visually impaired, which are as simple as a museum visit. Moreover, accessible books are not
abundant either. “More than 90% of all published material is not accessible to the blind or
partially sighted.” The internet, in the new era we all surf the internet for fun, is not fully
accessible either, since numerous websites disregard their visually impaired visitors and do
not curate content that is accessible for the blind and low vision individuals.

4.3 Special primary teacher counsellors’ qualifications for pupils with visual
impairment
During the interview the participants viewed that most of the schools’ counsellors have yet
attended any counselling training course on the subject of the provision of counselling
services for pupils with visual impairment. Most of the participants confirmed and claimed to
use general knowledge and skills on counselling obtained during teachers training
programme to provide counselling services in schools. Basing on entirely findings it was
verified that most of the school counsellors was first identified as a school teacher rather than
being calling school counsellors. By the time they completed their studies, the participants
were claimed to be offered with certificate in teaching rather than the certificate in
counselling services. Despite of lacking knowledge of counselling services, in general the
participants they never attended counselling training in serving the pupils with visual
impairment during the occurrence of counselling sessions.

They stated that the courses they studied during their teachers training programme was
completely based on teaching subjects such mathematics, English, with partial equipped
with the sub topic of counselling founded under the main topic of educational psychology.
Basing on teachers education programme that has been play part in a accreditation to prepare
school teacher, the participants argued that during their course of study in teacher education
they learned to facilitate the activities of teaching and learning for pupils with visual
impairment and supervising other school daily routine such as supervision of all activities as
per structured and stated by the school mission. and vision. During interview the participants
exposed that the counselling courses in teachers’ education was not treated as an independent
subject to offer counselling services particularly services for pupils with visual impairment,

10
on that note the issues has not reflected by naming teacher’ counsellors, on that note the
findings has founded that most of the teacher counsellors was first identify as school
teachers’ counsellors instead of being titled as school counsellors.
The following was captured during the interview with one participant from school A:
how can I facilitate this programme in serving for high quality and meet the
clients’ needs since the pupils with visual impairment lack visual abilities to
see the world directly, I don’t have enough experiences for this services but I
can assume that the services need more probing to enable the clients to focus
with specific target, actually a lot of this needs internalized and lived,
experience, knowledge and skill (interview: Teacher counsellor ).
The findings revealed that it is most important and a good will for the government through
ministry of education to recognize the provision of counselling services for pupils with visual
impairment in special primary schools by hiring the actual experts in counselling specifically
for visual impaired. It was noted that in most special primary schools, lack of adequate
training counsellors was one of the tangible and main reasons of unsuccessfully of the
counselling services for pupils with visual impairment. On that note it is a light time for the
government to employ the counsellors with relevant skills, training and experience to serve
and offer the counselling services of the mentioned targeted groups.
As stipulated by integrative theory state that teacher counsellors a framework for success,
including being knowledgeable, skilled, and equipped with alternatives to help pupils with
visual impairment. In order to address the main goal of the study, this theory is appropriate
for looking into the qualified and competence counsellors who are able internalize the
challenges facing the pupils with visual impairment in special primary schools. A qualified
teacher counsellors are therefore adapting integrative theory to ensure those pupils with
visual impairment are assisted to overcome their obstacles. On that note, the clients are
encouraged to develop confidence of which therapeutic connection and choices are
established during the counselling interview.
Differently from the study done in Malaysia by Amat (2019) revealed that the enactment of
the Counsellors Act 1998 clearly supports the existence of professional counsellors in schools
in Malaysia of which the activities of a professional counsellors are regulated by the Board
of Counsellors through licensing, code of conducts and disciplinary actions. In this study
most of the counsellors in primary schools are never attaining any course relating with
provision of counselling in schools, most of them are trained by level of certificate and

11
diploma education. During their teaching training programme most of them claimed to have
partial knowledge and skills on matter regarding the provision of counselling services for
pupils with visual impairment. The study by Amat et all.,(2019) examined the
implementation of counselling services in schools focusing on the quality and
professionalism about counsellors providers in Malaysia. They revealed that counselling
training in this country includes university degrees at the Bachelor’s, Master’s, and Doctorate
levels. At higher learning institution the curriculum design on the provision of counselling
services to prepare individuals for a variety of counselling services for pupils, adolescents
and adults. teacher counsellors in schools have been trained in a special counselling training
program. At present, counselling services are being made available to pupils at the primary
school level and special primary particular.
In connecting with the study done by Sima (2010) who viewed that lack of adequate training
for special teacher counsellors was one of the reasons for unsuccessfully of the provision of
counselling services for pupils with visual impairment. On alignments of this programme of
counselling services for pupils with visual impairments in schools, it was again discovered
that inadequate in counselling training was another obstacle that contributing to special
primary teacher counsellors’ challenges in provision of counselling services to the clients.
On that note most of Tanzanian special primary teacher counsellors were not professional in
counselling specifically counselling services for pupils with visual impairment. Teacher
counsellors faced a lot of challenges when handling counselling services for pupils with
visual impairment that has resulted with lack of counselling skills that has been caused by
insufficient professional training.
Similar study done by Studer, Oberman and Womack (2006) found that teacher
counsellors have unique, specialized training needs that differ from those of schools
activities. Basing on real fact of identifying counsellors job the school system, (Moyer, & Yu
2012. Kozlowski and Huss (2013) maintained that while the unique needs of teacher
counsellors have been documented in the literature, what is lacking are practical ways to meet
these unique needs. Yet counsellor educators described that the teacher counsellors need
clarification of their unique role on a school campus while learning how to manage an
overwhelming number of referrals and student needs, how to manage the influences of
teachers, how to maintain their own skills apart from teachers, how to implement counselling
programs as well as how to integrate themselves and the counselling program into expected

12
to provide relevant training and supervision experiences for counsellor trainees, which
include school counsellor needs (Flynn& Chasek, 2012).
Teacher counsellors will probably continue to be held accountable for non-counselling tasks
and have their time allotted to them if they lack the knowledge and training necessary to
implement counselling programs and activities that are more conducive to addressing
educational objectives (Amatea & Clark, 2005; Colbert et al., 2006; McGlothlin & Miller,
2008; Studer, 2006).
Majoko (2013). maintained the similar findings by commenting that the teacher
counsellors to be successful implementing the counselling services for pupils with
disabilities and pupils with visual impairment in particular he/ she should undergo
counselling professional training and professional development at working place. school
counsellors’ training has an impact on the provision of SC services to both pupils with
disabilities and those who are considered without disabilities. Mapfumo and Nkoma (2013)
The mishandling and maladministration of counseLling services for pupils is linked to the
lack of formal professional training for school counselors. From that note, professional
training support school counselling services.

From that note, the teacher counsellor is positioned skills and knowledge to determine the
best way of presenting, some clients may be able to read enormous text while others may
prefer to use Braille or audio tapes. It is the right time for the counsellor to ask about
preference. Different with the study conducted by Mbilinyi, Mauki and Sarakikya (2021) on
execution of secondary school teachers’ knowledge of teacher counsellors’ roles. From the
findings revealed that most of the secondary school teachers had moderate knowledge of
teacher counsellors roles, through questionnaires as tools used for data collection the
researcher founded that most of the secondary school teachers were inadequate equipped with
counselling knowledge to execute school’ roles.

Compatible with Cimsir and Carney’s (2017) the study came to reveal that most of the
primary teacher counsellors are moderate to prepare and provide counselling services to
students with disabilities due to the knowledge of counselling principles that do not reflects
the counselling services in schools. They furthered revealed that secondary school teachers
claimed to have moderate knowledge of consumption, coordination roles and advocacy. They

13
seem to be offered certificates in teachers education rather than being accredited with
knowledge of counselling services for pupils with visual impairment.
Additionally, the researcher observed that most of the pupil with visual impairment are not
given enough time for orientation to nurture with counselling services at school settings,
this has been caused by due to the not having counsellors and shortage of teacher
counsellors in school, on that note, the school environment lead to segregation and barriers
for the wanted ones. Some pupils with visual impairment reported to have counselling
services from their class monitors and class monitress by the time they encounter problems
at once. While other pupils reported to address their problem cases to their normal parents as
they feel comfortable to share with them rather than teacher counsellors. In concurring with
Mc Allpine (2008) argued that the treatment and caring inevitability for pupils with disability
creates stress on parenting relationship.
Most of the special primary schools in Tanzania have not yet institutionalized counselling
services due poor counsellors’ qualifications in providing counselling services for pupils with
visual impairment. Pupils with visual impairment needs counsellor who undergo professional
training in respecting to the adaptation of techniques the way to communicate with visual
impaired. This finding corresponds with Sima (2007) who revealed that the variety of
services provided by teacher counsellors is varied. The counselling services for pupils
services included rehabilitations that was intended the pupils with visual impairment to
develop autonomous in self-sufficient in accessing counselling services. For that note, the
teacher counsellors needs to be equipped with relevant skills in helping the clients to cope
with experienced problems on their daily life span.

4.3.1 Continuous Professional Development

In-service teacher counsellors should have access to regular workshops and seminars to refine
their counselling skills. Collaboration with experts and NGOs can provide valuable insights
and resources. Continuous professional development ensures that teacher counsellors remain
updated on best practices and new techniques for supporting pupils with visual impairments.
The lack of specialised training for teacher counsellors in special primary schools
significantly hinders the delivery of effective counselling services to pupils with visual
impairments. While alternative methods such as peer support and external collaborations
offer temporary solutions, they are insufficient to address the complex needs of this group.
Government intervention, coupled with tailored training programmes and continuous

14
professional development, is essential for equipping teacher counsellors with the skills
needed to provide meaningful support. As one participant aptly stated:

"The success of counselling services for pupils with visual

impairment lies in recognizing their unique needs and equipping us
with the tools to meet them. Anything less is a disservice to
our pupils" ( Interview: Teachers Counsellor).

The findings reveal that the importance of specialised training in counselling has been
extensively documented in educational and psychological literature. It implies that teacher
counsellors in special primary schools require skills specifically designed to address the
unique challenges faced by pupils with visual impairments. However, the findings indicate
that most teacher counsellors rely on a rudimentary understanding of educational psychology
acquired during their general teacher training. This foundational limitation hinders their
capacity to provide meaningful psychological and emotional support. The implication is
clear: existing training paradigms are insufficient for the nuanced demands of this role.
Simpson and Ferguson, (2012), came to reveal that to perform counselling services in
effectively and diligently, professional teacher counsellors must complete extensive training
over time. Because they are not trained in Special Needs Education, teachers counsellors in
Nigeria, for instance, give pupils with disabilities diluted guidance services experience this.
For teachers counsellors to effectively provide counselling services to pupils with disabilities
in the global arena, they must receive special needs education training so as to develop
practical and theoretical relevant in serving this special l group.
As stipulated by integrative theory that state that teacher counsellors are a framework for
success, including being knowledgeable, skilled, and equipped with alternatives to help
pupils with visual impairment. In order to address the main goal of the study, this theory is
appropriate for looking into the qualified and competence teacher counsellors who are able
to internalize the challenges facing the pupils with visual impairment in special primary
schools qualified teacher counsellor s are therefore adapting integrative theory practices to
ensure those pupils with visual impairment are assisted to overcome their obstacles.

15
4.3.2 Implications of the findings
Under the Education and Training Policy (ETP) of 2014 in Tanzania, Guidelines for
Counselling and Guidance in schools 2020, the National Strategy of Inclusive Education
(NSIE) of 2018, and the United Nations (2006) Convention of People with Disability, pupils
with visual impairment have the right to access education, and accessing counselling services
in schools. In this regard, pupils with visual impairments have no access to counselling
services in special primary schools. If the government could first identify and create
supportive environment for counselling enhancement in special primary schools settings,
there is a possibility of providing quality of counselling services to meet the demands for
pupils with visual impairments (MacKay, 2006). Sima (2010) has found that counselling
services in schools are yet to be implemented as a stand-alone career programme in Tanzania
and many African countries.. Unfortunately, preparation of counsellors training in
implementation of counselling services in schools is yet to be covered and serve the needs of
pupils with visual impairment; this has resulted from the poor implementation of counselling
services for pupils with visual impairment.
5.0 Conclusion and Recommendation
Findings from qualitative data concludes that most of schools’ counsellors had limited
knowledge and skills in the provision of counselling services for pupils with visual
impairment. Unsuccessfully of counselling services for pupils with visual impairments was
attributed by unqualified of teacher ’ counsellors.
The recommendation was made on the following findings;
The government through the ministry of education science and technology should priorities
in- services training special primary teacher’ counsellors so that they be nurtured with the
relevant skills and knowledge in providing counselling services for pupils with visual
impairment in particular.

5.1 Declaration of Conflicting Interests

Regarding the research, writing, and/or publication of this article, the author(s) have stated
that they have no potential conflicts of interest.

5.2 Funding
Regarding the research, writing, and/or publication of this paper, the author(s) did not receive
any funding.

16
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