Assessing the effects of disabilities on learning basic literacy skills among adult learners in five literacy centres in Zomba district

Abstract

Adults with disabilities in Malawi are considered as one of the vulnerable groups and often experience social exclusion and lack of education. They face various challenges in their quest to access education opportunities. The main aim of the study was to carry out an in-depth assessment of the effects of disabilities on learning of basic literacy skills among adult learners with disabilities in five adult literacy centres in Zomba district. Specifically, the study aimed to: establish common disabilities among adult learners, assess the effects of disabilities on learning basic literacy skills, explore coping strategies used for effective teaching and learning, and examine barriers to literacy education for adult learners with disabilities. The study adopted a Qualitative Approach with a case study design. The study targeted adult learners with disabilities in five centres in Zomba District. Purposive sampling was used to identify 11 participants for the study. Data was collected using semi-structured interviews conducted with adult learners, instructors and Community Development Officers. Document review was also used to collect secondary data. Direct observation was employed to observe learning environments. Thematic analysis was used to analyse data. The researcher sought permission from Mzuzu University Research Ethics Committee (MZUNIREC) and Zomba District Community Development Office to conduct this research.

The findings of the study show that learners with disabilities face a lot of challenges in learning basic literacy skills. Therefore, the study recommends that the government and other stakeholders must prioritise promotion of inclusive education for adult learners with disabilities through policy intervention, specialised instructor training as well as provision of inclusive teaching and learning resources.