Perceptions of special educational practices in Malawi : voices from primary schools and communities

This doctoral research work explores the quality of educational experiences and access to opportunities for girls with disabilities in selected rural primary schools in Malawi. The context for this study lies within four of the six goals contained within the World Declaration on Education for All doctrine, a document which lays out a framework for achieving more equality in education for girls and other disadvantaged children.This study employs a qualitative approach to investigate the perceptions of teachers, parents and community members from six rural primary schools and their communities. Data was collected at each site through personal interviews, school visitations, observations and other artifacts. Special education teachers from neighboring Malawian primary schools assisted the researcher in collecting and interpreting data at each site. Traditionally marginalized groups, including parents or caregivers and teachers of students with disabilities, are given power and voice.Narrative inquiry and portraiture were utilized to explore what types of teaching and learning activities girls with disabilities experience when they attend primary schools in Malawi. The analysis provides a snapshot of the conditions that existed for primary school girls with disabilities during the year 2005 in six primary schools, and the communities adjacent to these schools. Issues of gender equity and opportunities to learn were carefully examined. The concluding chapter discusses emerging issues involving girls with disabilities in school learning communities including expectations, perceptions and gender equality and safety. Varying perspectives on the development of educational systems in Malawi are also shared. Although expectations for the education of girls with disabilities appear to be high, primary schools in Malawi seem to be at the beginning stages of implementing educational policy and practice within classrooms. Developing leadership capacity, social capital and other available resources to better educate all students remains a great challenge.