Special Needs Teacher Education (SNTE) in Malawi: Present Status and Trends

Kamchedzera, Elizabeth Tikondwe

doi:10.18848/1447-9524/cgp/v08i01/59222

Cited by 2 publications

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“…Malawi's pledge to education for all (MoE, ; UNESCO, ) and the development and implementation of national policies specifically targeting learners with special needs (MoE, ) aimed to improve the quality of education for all learners regardless of ability (Itimu & Kopetz, ; Kamchedzera, ). The Malawi National Special Education Policy is an example of such deliberate policies.…”

Section: Introductionmentioning

confidence: 99%

Assessing the special education professional development needs of northern Malawian schoolteachers

Hughes¹,

Chitiyo²,

Itimu-Phiri³

et al. 2016

British J Special Edu

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This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi-structured questionnaire with open and close-ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and selfidentified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.

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Section: Introductionmentioning

confidence: 99%

Assessing the special education professional development needs of northern Malawian schoolteachers

Hughes¹,

Chitiyo²,

Itimu-Phiri³

et al. 2016

British J Special Edu

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Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

Chitiyo

Odongo

Itimu-Phiri

et al. 2015

Journal of International Special Needs Education

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Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special education teachers in any country, one can start by examining special education teacher preparation programs in the country. In this paper, the authors sought to explore special education teacher preparation in Kenya, Malawi, Zambia, and Zimbabwe to identify the characteristics, key features, gaps, and therefore come up with specific recommendations. In doing this the authors hope that this information would be helpful to researchers, practitioners, policy-makers, and organizations that are interested in contributing to the development of special education in these countries through personnel preparation.

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Special Needs Teacher Education (SNTE) in Malawi: Present Status and Trends

Cited by 2 publications

References 0 publications

Assessing the special education professional development needs of northern Malawian schoolteachers

Assessing the special education professional development needs of northern Malawian schoolteachers

Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

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