Learners with visual impairments (LVI) in most education systems worldwide do not receive the attention they deserve. That happens in contrast to the call by international bodies to have specialised educators in place to cater for their needs in order for them (LVI) to be able to function in society. This study explored teachers’ experiences with strategies for teaching LVI in special and inclusive classrooms in Oshana region of Namibia. The study employed a phenomenological design emanating from a qualitative approach. The sample of the study consisted of fifteen secondary school teachers that teach LVI. Individual interview was the predominant method of collecting data, augmented by classroom observation and document analysis. The findings of the study revealed that; although teachers were willing to use appropriate teaching strategies, in some cases, they lacked the skills to create, develop and use tactile materials correctly. The findings also revealed that, schools have a shortage of ready-made tactile materials. As a result, LVI were made passive, for they could not participate actively in the classroom activities. It is therefore important for teachers to receive training on how to create and develop teaching materials such as tactile and model representation for LVI.

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