Instructional Adaptation and Resource Constraints in Supporting Learners with Deafblindness: Teachers’ Reports from Dar es Salaam, Tanzania

This study examines teachers’ reports on instructional adaptation and the availability of teaching resources in two primary schools serving learners with deafblindness in Dar es Salaam, Tanzania. Using a convergent mixed-methods design within a cross-sectional framework, the study engaged 32 specialist teachers alongside qualitative perspectives from learners, parents, headteachers, and unit leaders. Findings show that 23 of the 32 teachers (71.9%) reported inadequate availability of teaching and learning materials. Teachers also acknowledged the necessity of modifying instructional approaches to meet learners’ individualized communication and sensory needs. These results highlight that instructional adaptation must be understood within the material and institutional contexts of schools. While the study does not establish causal relationships between resources and learner outcomes, it underscores the importance of resource availability, appropriateness, functionality, and utilisation, alongside teacher preparation and individualized pedagogy.