Abstract

The early missionaries introduced formal education in Malawi in 1875 and formal education for learners with special needs (LSNs) began years later in the early 1950’s. The focus since has been on education for learners with sensory disabilities at primary and secondary levels of education which offers both segregated special education (in special schools) and inclusive education (in regular schools) at primary level and inclusive education (IE) through resource centres at secondary level. At tertiary level, the education offered is inclusive of learners with special needs. However, recent research has shown that Malawi has a challenge to make inclusive education a reality due to limited resources, insufficient funding, environmental and attitudinal barriers (Chavuta et al, 2008, Chimutu and Makoko, 2007, Soko, 2004). The purpose of this qualitative study was to investigate whether learners with special needs are equitably treated as they participate in education in the five constituent colleges of the University of Malawi (UNIMA) (Chancellor College (Chanco), Malawi Polytechnic (POLY), Kamuzu College of Nursing (KCN), College of Medicine (COM) and Bunda College (BUNDA)). Qualitative data was obtained by the study through in-depth interviews and focus group discussions (FGDs). Additionally, the environment of the respondents was explored and published data on Special Needs Education (SNE) in Malawi was reviewed to provide a clear background on the current situation of SNE in Malawi. The interview guides were administered to one administrator from each college, six learners with special needs (one from Poly, one from KCN, and four from Chanco), two lecturers from each of the three colleges, three special needs assistants from Chanco and two officials from the Ministry of Education (Special Needs Department). The focus group discussions involved four learners with visual impairments from Chanco.

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School	: School of Education
Issued Date	: 2011

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