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Abstract:
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Malawi has a challenge to make inclusive education a reality due to limited resources - insufficient funding, and environmental and attitudinal barriers.
The main aim of this study was to conduct a situational analysis of mainstream education systems for the inclusion of learners with Special Educational Needs in 20 selected schools in the Shire Highlands Education Division of Malawi.
The study revealed a number of challenges that teachers, learners with and without disabilities are facing in schools. These challenges include:
- lack of knowledge and additional skills in teaching learners with disabilities
- inadequate teaching and learning resources
- inadequate communication skills by teachers and learners in schools
- frequent absenteeism from school by learners
- negative attitudes by the teachers and the community towards learners with disabilities
- lack of interest and commitment towards education by learners
- inaccessible school infrastructure
- lack of assistive devices.
The baseline study team has come up with the following recommendations based on the above findings:
- need for sensitisation of parents, teachers, learners and school management committees on disability issues at school and village levels
- provide in-service training to all mainstream teachers and primary education advisors on inclusive education
- rehabilitate and adapt the existing school classrooms, sanitary and recreation facilities for accessibility
- provide different types of assistive devices to assist learners with mobility, hearing, and communication, sight, writing and sitting problems. |