An investigation into the extent to which inclusive education is being implemented towards achieving universal right to education in the Central West Education Division.

Abstract

The National Educational Strategic Plan (NESP) advocates the promotion of Education for all or right to education through inclusive education. The Constitution of Malawi also stipulates that every child has a right to education and guarantees the right of disabled children to attend main stream schools (NESP 2008). Inclusive education includes adopting a broad vision of education for all by addressing the spectrum of needs of all learners, including those who are vulnerable to marginalization and exclusion, (UNESCO, 2005). The Malawi Special needs policy focuses on eight major components of special needs education namely early identification, assessment and intervention, advocacy, care and support management, planning and financing, access, quality equity and relevance (MOEST, 2007). This study was carried out to investigate the extent to which inclusive education is being implemented towards achieving universal right to education

Specifically the study was aimed at achieving the following objectives: (1) assess the availability of human as well as material resources to support special needs education; (2) assess the appropriateness of the infrastructures to support special needs education; (3) asses the knowledge of inclusive education among teachers; (4) Develop strategies to address data collection on persons with special need

The study employed a qualitative design using multiple methods that are interactive and humanistic in nature. Data was collected in the environment in which teaching and learning takes place for a better understanding of the dynamics of special needs education. The study employed both purposive and random sampling techniques. Out of 349 government schools in the central west division, twenty one (21) schools were randomly sampled. The District Education Manager and the Ministry of Education officials from the SNE Unit were purposely sampled as key informants. Data was collected through checklists, observations and guided interviews. A total of one hundred and seventy (170) participants were involved

The analysis of data revealed that majority of the respondents (79%) lack basic knowledge of inclusive education hence difficult for them to apply its principles and approaches in classrooms. The study also established that out of the twenty one (21) sampled schools, fourteen (14) schools were not practicing inclusive education thereby not accommodating students with various forms of disabilities and only ten schools had resource centres which support students with special needs although some centres lack essential materials such as Braille machines.

The study also reviewed low budgetary allocations towards special needs activities; that special need teachers were not aware of the budgeting process hence their activities not prioritized. Also poor communication between ministry and local education structures was hindering the implementation of various Government directives on inclusive education. The results also indicate that only 2% of the schools had appropriate structures for the special needs student ranging from the play ground, the classrooms as well as the toilets. Ninety Four percent (94%) of the schools had toilets that could not accommodate students with disabilities, 97% had classrooms that have poor lighting (refer to Annex 6) and only 13% of the schools had the area around the resource centre well constructed with ramps. Most schools lack assistive devices and where these are available they are poorly maintained. Also mismanagement of financial resources allocated towards procurement of materials for SNE was negatively affecting the implementation of SNE approaches and interventions. The study also reviewed that data collection at both National and local level a problem due to lack of mechanisms and methodology for data collection. This suggests that there could be a population of SNE learners who do not appear on the official statistics on SNE at both the Ministry of Education, Science and technology and the Ministry of Gender and Child welfare. Lack of critical data affect the planning process of SNE and inclusive education.