Experiences of Learners with Visual Impairment in the Mainstream Secondary School Classrooms in Malawi: A Case Study of Mzimba District

Abstract

Malawi has historically prioritized specialized education for visual and hearing impairments, neglecting minor learning difficulties. Aligning with international declarations, Malawi became a signatory in 1990 and 1994, committing to inclusive education. In 2007 and 2012, the government revised primary and secondary curricula to include learners with special needs in mainstream classrooms. Despite revisions, outcomes for visually impaired learners in mainstream secondary schools are unknown. This study in Malawi's Mzimba district explores challenges faced by visually impaired students in implementing the revised curriculum. Guided by the Ecosystem framework, schools are viewed as dynamic ecosystems. Qualitative research method which employed a case study design was used. The participants were ten visually impaired students, two special needs teachers, and two mainstream teachers. Data were collected through indepth interviews, document review and classroom observation. The results of the study reveal challenges. Issues include insufficient materials, inadequate teacher support, an unfriendly environment, and a lack of teacher training. Thematic content analysis identifies these challenges, leading to recommendations for mitigation and broader implications.