School Based HIV and AIDS Interventions for Girls with Visual Impairments (GVIs)In Selected Secondary Schools in Tanzania.
type: CreativeWork
description: Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) exist among girls with visual impairments (GVIs) but little research has been done in addressing this concern. There is so far no information about the number of GVIs who have been infected or died through HIV/AIDS in Tanzania. Campaigns on HIV/AIDS prevention have not targeted GVIs. These aspects make GVIs vulnerable to HIV/AIDS. The study traced school-based HIV/AIDS interventions aimed at preventing HIV/AIDS among GVIs. Qualitative methods were used to collect data from two selected secondary schools in Tanzania. The sample consisted of 36 GVIs and 4 teachers. Findings showed that HIV/AIDS teaching methods were teacher centred and HIV/AIDS topics were hipped in only two subjects, i.e. Civics and Biology. GVIs developed sufficient knowledge about life skills, attitudes and intention for abstinence from sexual practices but not for condom use. GVIs faced challenges including discrimination, labeling, condom inaccessibility and sexual abuse. The following recommendations were made: School HIV/AIDS educators to ensure school adolescents without and with disabilities study HIV/AIDS; HIV/AIDS teachers be sufficiently trained and supplied with materials such as Braille for teaching visually impaired school adolescents. School inspectors should monitor and evaluate school curriculum implementation. Curriculum developers ensure linkages between life skills and ability to act among school adolescents with disabilities.Education policies guide integration of HIV/AIDS to address students with disabilities, additional studies on the subject of HIV/AIDS relation to students with disabilities and HIV/AIDS topics to be integrated in subjects other than Biology and Civics.
abstract: Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) exist among girls with visual impairments (GVIs) but little research has been done in addressing this concern. There is so far no information about the number of GVIs who have been infected or died through HIV/AIDS in Tanzania. Campaigns on HIV/AIDS prevention have not targeted GVIs. These aspects make GVIs vulnerable to HIV/AIDS. The study traced school-based HIV/AIDS interventions aimed at preventing HIV/AIDS among GVIs. Qualitative methods were used to collect data from two selected secondary schools in Tanzania. The sample consisted of 36 GVIs and 4 teachers. Findings showed that HIV/AIDS teaching methods were teacher centred and HIV/AIDS topics were hipped in only two subjects, i.e. Civics and Biology. GVIs developed sufficient knowledge about life skills, attitudes and intention for abstinence from sexual practices but not for condom use. GVIs faced challenges including discrimination, labeling, condom inaccessibility and sexual abuse. The following recommendations were made: School HIV/AIDS educators to ensure school adolescents without and with disabilities study HIV/AIDS; HIV/AIDS teachers be sufficiently trained and supplied with materials such as Braille for teaching visually impaired school adolescents. School inspectors should monitor and evaluate school curriculum implementation. Curriculum developers ensure linkages between life skills and ability to act among school adolescents with disabilities.Education policies guide integration of HIV/AIDS to address students with disabilities, additional studies on the subject of HIV/AIDS relation to students with disabilities and HIV/AIDS topics to be integrated in subjects other than Biology and Civics.
author: Masawe, Agnes Elianshiwanga
language: en
keywords: 370 Education
date published: 2015
date modified: 2026-07-24T03:40:25Z
provider: Open University of Tanzania
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The Open University Of Tanzania