TOPIC INCLUSIVE EDUCATION: Improving teaching and learning strategies in primary schools with visually impaired students in Tanzania. RESEARCH QUESTIONS oHow can teachers' work enhance inclusive education in Tanzania?oWhat can we do to improve teaching strategies, teaching practices and teaching environment in primary schools with visually impaired students? Purpose To understand current teacher practices in primary schools with visually impaired students for the purpose of creating an intervention program that enhances teaching in primary schools. The available facts are?Visual impairment is not a cause for poor academic and social participation of students with visual impairment. The cause of poor performance of such students is poor teaching strategies; lack of specialist teachers; lack of special equipments; and inadequate teaching materials (Possi, 1986; Mnyanyi, 2005) ?Teachers are responsible in developing a conducive learning environment for developing critical thinking (Mahenge, 2003) ?Schools has to provide children with relevant knowledge, skills and attitude (Levin & Lockheed, 1993) ?Inclusive education is at infant stage in Tanzania (Mwipopo, 2005) Conceptual framework argued in this paper covers three perspectives namely: teaching and learning environment as well as inclusive education Research Design and approach The quantitative and qualitative study will explore teachers' work in enhancing inclusive education and how to improve teaching and learning environment in primary schools with visually impaired students.Why action research? It is best used when implementing new strategy but unsure how to do it effectively, want to change practice influenced by context (Waters-Adams, 2006). Our context in this respect is inclusive education. According to Carr and Kemmis (1986) action research is about; the improvement of practice; the improvement of the understanding of the practice; and the improvement of the situations in which the practice takes place. As such action research best fits this study.Subject of the study Head-teachers and primary school teachers teaching in classrooms with visually impaired student in selected primary schools in Dar Es Salaam and Dodoma regions. Methods: using Observation schedule; Structured and/or semi-structured interviews and focused group discussions. Data analysis In table form data will be analyzed using both qualitative and quantitative methods of data analysis. Expected outcomes would be: specific and general positive and negative behaviour patterns and actions of teachers working in primary schools with visually impaired students that hinder/enhance inclusive education. Developed module on how to plan, conduct, evaluate and improve teaching by ehnancing students participation in learning processes in inclusive classes. References Carr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes, Falmer. Levin, H. M. & Lockheed, M. E.(1993) Effective schools in developing Countries, The Palmer: London Mahenge, S. T. (2003). Creating an environment of critical thinking in classroom teaching. In Noah Mtana, Enea Mhando & Gunilla Höjlund (eds). Teaching and Learning in Primary Schools in Tanzania. Ecoprint ltd: Dar Es Salaam.Mnyanyi, C. B. F (2005). Conception of learning among girls with and without visual impairment. Vasa: Abo Akademi University (Unpublished M.Ed. research) Mwipopo, G. (2005). Teachers' conceptions of teaching in inclusive classrooms in primary school education, Vasa: Abo Akademi University. (Unpublished M.Ed research) Possi, M. A. K. (1986). The effect of integration on blind pupils academic and social performance in primary schools in Tanzania. M. A. (Ed). Unpublished M. A dissertation submitted at the University of Dar Es Salaam Water-adams, S. (2006). Action research in Education. Faculty of Education: University of PlymouthNational (Finland and Tanzania); International journalSpecial network: Inclusive education