Challenges in Higher Education: A case of inclusive education in … Kamchedzera.pdf · 2019. 7. 13. · in the SADC countries, the recent draft Southern African Regional Inclusive

ISSN (Online): 2618-057X

International Journal of Engineering Science and Management (IJESM)

Vol. 1, Issue 3, July 2019

Challenges in Higher Education: A case of inclusive education in one of the constituent

colleges of the University of Malawi Elizabeth Tikondwe Kamchedzera (PhD)*

University of Malawi, Chancellor College, School of Education, Department of Education Foundation. Email: [email protected]

ABSTRACT

The implementation of inclusive education in higher education can be challenging. This paper therefore sought to

investigate the challenges in higher education (HE) with a focus on inclusive education in one of the constituent colleges of

the University of Malawi. The participants were also asked to provide solutions that they saw as futuristic innovations

that will enable the college to effectively implement IE so that all students can reach their full potential in education and

develop professionally. The social model of disability was used as a theoretical framework that guided the study. Based on

interpretative paradigm, the study adopted case study research design and qualitative methodology to address the issues

at hand. Focus group discussion, interviews and observations were used to collect data. Purposive sampling was used to

sample the 6 lecturers, 12 students with special needs, 1 administrator and 3 special needs education specialist making a

total of 22 participants. Data was analyzed using thematic analysis. The findings were grouped into three main themes:

understanding of inclusive education, challenges and solutions. Basically the participants had an understanding of the

term inclusive education. The most commonly mentioned challenges were inadequacy and lack of resources, lack of

training in special needs and inclusive education, unfriendly infrastructure, lack of communication/awareness, the

resource room is not adequately resourced and transcribing/assessment issues. The commonly mentioned solutions

included the procurement of special teaching and learning resources, training of lecturers and administrators in special

needs and inclusive education, restructuring of infrastructure; the resource room should be adequately resourced and

formulation of inclusive education policy at university level. The implication of the findings is that if the challenges are

not addressed then the college cannot implement inclusive education effectively and as a result some students cannot

reach their potential in education. The paper concludes that the success of inclusive education in college depends on how

it responds to the diverse needs of all students.

Keywords: Higher education, inclusive education, challenges, strategies, futuristic innovations

Elizabeth Tikondwe Kamchedzera., Challenges in Higher Education: A case of inclusive education in one of the constituent colleges of the University of Malawi, IJESM, 2019, 1(3), 21-43.

21 | P a g e




1. INTRODUCTION AND BACKGROUND

Inclusive education (IE) is a right for all students and needs to be implemented at all levels of

education. The principle of IE was first adopted at the World Conference on Special Needs

Education in Salamanca, Spain (1994) and reaffirmed at the World Education Forum in Dakar,

Senegal in 2000 (UNESCO, 2003). Malawi is a party to international standards and frameworks

(ISFs) that advocate for IE at all levels of education such as the UN Equalization of

Opportunities for Persons with Disabilities (UN, 1993); Salamanca Statement and Framework of

Action on Principles, Policy and Practice in Special Needs Education (UNESCO, 1994); UN

Convention on the Rights of Persons with Disabilities-CRPD (UN, 2007); Post 2030 Sustainable

Development Goal (Goal 4) (UN, 2015) among others. Furthermore as noted by REFIE (2015),

in the SADC countries, the recent draft Southern African Regional Inclusive Education Strategy

(2012) has as its vision the development of responsive IE systems.

The principles of these conventions were further codified within Malawian national laws and

policies. Whereas the National Policy on the Equalization of Opportunities for Persons with

Disabilities (Ministry of Persons with Disabilities and the Elderly, 2006, currently known as the

Ministry of Gender, Youth, Disability and Welfare), the National Policy Guidelines on Special

Needs Education (MoEST, 2009) and the National Education Sector Plan-NESP (MoEST, 2008-

2017, currently going under the review process) reaffirm a commitment towards equal access

and inclusion in education for all children. Recently, Malawi has developed the National

Strategy on Inclusive Education-NIES (MoEST, 2017-2021). The goal of the strategy is to

ensure that all learners have equitable access to quality education in inclusive settings at all

levels of the education system. It provides direction on how the country can attain the UN

Sustainable Development Goal 4 of ensuring inclusive and equitable quality education for all

(ibid). It further contributes towards achieving the goals and objectives of the National Education

Sector Plan-NESP (2008-2017) as well as ESP II (2013-2018) which are expanded equitable

access to education, improved quality and relevance of education, improved governance and


22 | P a g e




management guidelines. This is strategy is one of the great strides for Malawi as it shows

commitment to IE at all levels of education including HE.

At legislative level, the Constitution of Malawi (GoM, 1999), Disability Act (GoM, 2012),

Education Act, (GoM, 2013) among others. The Education Act (GoM, 2013) provides education

for all people in Malawi irrespective of any discriminatory characteristics such as race, disability,

ethnicity or gender. It strives for accessible, equality, relevant and inclusive education. Thus, the

ISFs played a major role in influencing the governments to formulate policy and legal

frameworks that advocate for and promote IE in the country.

As pointed out by Mittler (2000:10) IE is based on “a value system that welcomes and celebrates

diversity arising from gender, nationality, race, language of origin, social background, level of

educational achievement or disability”. This explanation underlines the importance of accepting

differences among the people. It is noteworthy that the goal is that “the whole education system

will facilitate learning environments where teachers and learners embrace and welcome the

challenge and benefits of diversity. Within an inclusive education approach, learning

environments are fostered where individual needs are met and every student has an opportunity

to succeed” (Interview with the UNESCO-IBE Director, Clementina Acedo (2008). Inclusive

Education is an example of values and rights that have to be translated into ethical actions. It is

therefore an aspect of international debates and discussions about how best to respond to learners

who experience difficulties in all levels of educational institutions.

According to UNESCO (2003), IE is a process of addressing and responding to the diversity of

needs of learners through increasing participation in learning, cultures, communities as well as

reducing exclusion within and from education. UNESCO broadened the definition of IE to

encamp all learners in education institution at all levels of education.

In Malawi, the National Special Needs Education Policy-NSNEP (MoE, 2007, p.6) views IE as

“a learning environment that provides access, accommodates, and supports all learners”. In

addition, the National Strategy on Inclusive Education (2016-2020:13), the Disability Act (GoM,


23 | P a g e




2013) and the Education Act (GoM, 2013) adopted UNESCO’s (2003) definition of IE as

indicated above in its quest to address the barriers to equal access to quality education in Malawi

(ibid).Thus, IE is about ensuring the rights to education of all learners irrespective of their

individual characteristics or difficulties so as to build a more just and equal society.

1.1 CURRENT SITUATION OF IE IN RELATION TO STUDENTS WITH DISABILITIES IN HIGHER

EDUCATION

Education is a human right and a means for realizing other human rights (MoEST, 2016). The

needs and abilities of learners within the general education classroom are more diverse than ever

before, making it essential that teachers understand the complex differences among learners so

that all can reach their full potential in education (Chataika, Kamchedzera & Semphere, 2018).

However, the implementation of IE in higher education can be challenging just like at other

levels of education. IE was originally developed for younger students, prior to its application

within higher education (ibid). Nevertheless, as more students with disabilities successfully

complete their early schooling, the need to move towards inclusive practices within higher

education has increased. In Malawi, like in some countries, children with disabilities are taught

in the general class alongside learners without disabilities and receive this additional instruction

outside of normal class hours in the resource rooms. The students who pass their Malawi

Certificate of Education Examination and qualify for University education are selected to

universities in the country. In addition, in 2004, the university undertook to ‘ensure affirmative

action with regard to gender and the mentally and physically challenged’ (UNIMA 2004). Thus

the university took into consideration gender and disability issues so that all learners irrespective

of their abilities and disabilities should be selected into the University of Malawi as long as they

qualify for the university education. Furthermore, in 2012, the University reiterated its

willingness to enrol ‘more students, taking into account special needs and gender’ (UNIMA

2012: 3). Currently, there are 53 students with disabilities pursuing various programmes in the

college. Of the 53 students, 22 are female students and 31 are male students. Evidence from the


24 | P a g e




document analysis further reveal that there more students with VI (35) as compared to other

students with other disabilities as indicated in Table 1 below.

Table 1: Enrolment of Students by Gender and Disability

TYPE OF DISABILITY

FEMALE

MALE

TOTAL

Visual Impairment (total visual impairment) 14 17 31 Visual Impairment (low vision) 1 3 4 Hearing Impairment 1 3 4 Albinism 4 3 7 Physical impairment 1 5 6 Brain disorder 1 - 1 TOTAL 22 31 53

In terms of the programmes, 14 are pursuing a Bachelor of Humanities degree. Eleven students

are pursuing Bachelor of Social Studies Degree. Ten are pursuing a Bachelor of Education

Language Degree. Six are pursuing Bachelor of Social Science Degree. Five are pursuing

Bachelor of Science degree. Three are pursuing Bachelor of Education. Two are pursuing Degree

in Public Administration. One is pursuing a Bachelor of Laws (LLH) degree whilst another one

is pursuing a Bachelor of Theology Degree. Thus there are more students with special needs

pursuing a Bachelor of Humanities degree.

This paper therefore provokes thoughts on the challenges of IE in higher education. It is

organized into three sections based on the main themes from the research questions such as

understanding of IE, challenges faced in higher education and solutions that can be considered as

futuristic innovations that can enable the college to effectively implement IE with less difficulty. 2. TEACHER PREPARATION FOR INCLUSION

According to Jung (2007), college courses prepare future teachers for positive attitudes towards

students with disabilities and appropriate teaching skills. Different scholars identified the issue of

training, or lack thereof, as a hindrance to inclusive classrooms. Roberts and Teigland (2008)

state that training of both special and general education teachers needs to be ongoing and

individualized for the unique needs of specific students in classrooms. Training provides an


25 | P a g e




impact on perceived ability of adapting instruction, and the more training one received the

greater the impact it may have on their confidence to teach students with disabilities (Kosko and

Wilkins, 2009). Professional training is therefore very important for preparing teachers to be

positive and confident towards all learners in an inclusive classroom and to develop skills in

instructional adaptation to meet these students’ needs. 2.1 PARTICIPANTS’ UNDERSTANDING OF INCLUSIVE EDUCATION

It is important the people should understand the term IE. A few studies conducted on inclusive

education in Malawi have shown that there is limited knowledge around the meaning of inclusive

education at different levels (CIEM, 2013; Refie, 2014). Mostly, the concept of inclusive

education is often linked with children with disabilities in mainstream schools (MoEST, 2016-

2020). 2.2 CHALLENGES OF INCLUSIVE EDUCATION IN HIGHER EDUCATION AND SOLUTIONS

There are challenges in the implementation of IE in higher education just like at any other level

of education. As observed by Chataika, Kamchedzera & Semphere (2017) these challenges range

from conceptualization of IE, management, resource mobilization, capacity development and

implementation. According to Mastropieri &scrugs (2010), educators play a crucial role in

mainstreaming inclusive education as all levels of education. Hence, they need to have sound

knowledge of instructional strategies to use to address the needs of all learners in their

classrooms (ibid). In addition to this, teachers must plan their instruction to respond to learners

of varying needs by adjusting what to teach and how to teach it (Tomlinson, 2003).Kosko &

Wilkins (2009) observed that many general education classroom teachers do not feel they have

adequate knowledge or skills to plan appropriately for or instruct students with learning

disabilities.

Mclaren and Kearny (2009) in their investigation on whether the tertiary institution in New

Zealand were suitable for students with impairment reported that some of the personnel

informally indicated that they did not have knowledge in the areas the students with SN were

being examined. They further reported that most academic staff was not trained in handling


26 | P a g e




students with special needs mostly because they were employed on their competence in the

discipline they teach. With regard to the solutions, the researchers suggested that there was a

need for the staff to be trained and spend adequate time preparing resources and learning new

methods of delivery. Secondly, the government has a duty of providing additional funding,

resources and support to the universities to make IE a reality in New Zealand. According to

Legard and Terjesen (2010), in Norway all the Universities and university colleges have

contacts, counseling and accommodation for students with impairments which vary according to

the size and priorities of each institution.

Peters (2003) contends that teaching learners with SNE in inclusive classroom is not easy. It is a

challenge since teaching needs to be more specific in meeting the needs of each student.

Teachers must be both competent and confident in their teaching abilities (National Council for

Special Needs-NCSE, 2010).

Howell (2000) in his study on ‘disabled students and education in South Africa’ reported that the

problems faced by students with SP in the classroom were purely ascribed to lack of assistive

and special devices. He also cited an example of the use of overhead projector assuming that all

students can access visual materials when there are students with VI in the classroom. Resource

constraints were also reported as a challenge in South African Universities. In terms of solutions

to the challenges facing the South African Universities, Howell (2000) suggested the need to

address the challenges first at lower levels of education.

MoEST (2016-2020) in Malawi and Thakur & Abbas (2017) identified inaccessible

Infrastructure, teachers’ lack of experience, skills and knowledge to teach diverse classrooms,

understaffing, inadequate and lack of special teaching and learning materials as challenges to IE.

Inorder to address the challenges, MoEST (2016-2020) recommends the rehabilitation of the

existing school infrastructures, ensuring availability of inclusive teaching and learning materials

in the classroom; provision of sign language interpreters, Braille transcribers, scribers and

learning support assistance where need be. Furthermore, MoEST points out that an effective


27 | P a g e




education system should be responsive to learner diversity. In order for inclusion to be

successful, a number of conditions need to be met, for example, staff development to prepare

staff to support the learners, and good working relationships need to be established with the

special educators (Muijs & Reynolds, 2011). This means that teachers need to have wide

knowledge and skills for the effective implementation of IE. In terms of addressing

accommodation challenges, one of the best practice for university of Botswana is that students

with disabilities are encouraged to ask for academic accommodation as soon as they receive

notification of acceptance to the university and they can also submit such request at any time

during the academic year (University of Botwana, 2015 cited in Monyatsi & Phibion, 2015:55).

All these solutions can be taken as futuristic innovations that will enable the country to

effectively implement IE in higher education institutions. 3. THEORETICAL FRAMEWORK

As pointed out by Oliver (1990) and Shakespeare (2006) the medical and social models of

disability are often used as theoretical frameworks for understanding and responding to

disability. The medical model of disability dominated understandings of disability for the better

part of the twentieth century (Priestly 2003; Hargrass 2005). This model defines disability in

terms of individual deficits (Shakespeare 2006) and views the causes of disability in terms of

functional limitations or psychological losses (Vlachou 2004). According to Priestly (2003) and

Vlachou (2004) disability is looked at as a problem or a measurable defect located in an

individual, and is seen as requiring cure or eradication by medical experts. This model was not

adopted because it views disability as the personal tragedy and that persons with disabilities

should adapt to the environment. It does not advocate for inclusiveness.

The deficiencies of this model are clear when it is juxtaposed with the social model

(Kamchedzera, 2010), which shifts the location of disability from the individual and focuses

instead on society’s responses to difference and people’s different abilities (Priestly 2005;

Shakespeare 2006). The idea underpinning the social model is that disability, in part, derives

from ‘externally-imposed restrictions’ (Oliver 2004: 19). Alongside this redefinition of


28 | P a g e




disability, a politics of disability has gradually emerged, which advocates that barriers to

participation for people with disabilities be both recognized and removed at all levels (Oliver

2006).

As pointed out by UNESCO (2001), globally, in the education sector, the social model has

influenced the idea of inclusive classrooms and ended up with an attempt to have students with

disabilities learn in mainstream education institutions. Kamchedzera (2015:74) points out that IE

is "consistent with the social model because it rejects stereotypes and discrimination, lobbying

instead for social awareness and acceptance of diversity in the delivery of education”. IE

recognizes that all children are different and that children with disabilities should be able to

access as well as participate in the education system (UN, 2007). Along the same line, equity

should be emphasized (Kamchedzera, 2015) at all levels of education.

Kamchedzera (2015) observes that the good thing about viewing IE as a right is that no group of

students can be left behind. It also means that “although questions of feasibility, effectiveness

and efficiency may be real and critical, they cannot be allowed to override students’ rights to

education” (ibid: 75). The purpose of this paper is to explore the challenges in Higher Education,

a case of inclusive education in one of the constituent colleges of the University of Malawi. The

study was guided by the following research questions:

1. What is your understanding of inclusive education?

2. What are the challenges of inclusive education in the College?

3. What are the solutions to such challenges so that the College can effectively implement

inclusive education? 4. RESEARCH DESIGN AND METHODOLOGY

Based on interpretative paradigm, the study adopted a qualitative case study design because the

purpose was to search for in-depth information on the participants’ understanding of IE, the

challenges in higher education, and the perceived solutions (futuristic innovations) that will

enable the College to effectively implement IE. The study used semi-structured interviews with

lecturers, SNE specialists, assistant registrar (welfare), FGD with students with and without


29 | P a g e




disabilities to collect data in a natural setting. This provided opportunities to find out how

participants constructed meanings in their own contexts (Newby 2010). 4.1 SAMPLING

Purposive sampling was used to select the participants and the study site. According to Kumar

(2011), the main consideration in purposive sampling is the researcher’s judgement as to who

can provide the key information to achieve the objectives of the study. The size of the sample

was 22 (6 male students with various disabilities, 6 female students with various disabilities, 3

SNE specialists, 1 assistant registrar-welfare, and 6 lecturers whose classes have students with

disabilities. The researcher purposefully selected one of the colleges of the University of Malawi

which enrolls students with disabilities. 4.2 DATA COLLECTION METHODS

Three data collection methods such as documentary analysis, interviews and focus group

discussion (FGD) were used because of the nature of the study which required an in-depth

analysis from multiple perspectives. The first data collection method involved an examination

and analysis of enrolment records to determine the number of the enrolled students with

disabilities in the College. As ‘no document is innocent’, the documents were treated not simply

as a reflection but also as a construction of social reality (see Rose and Grosvenor 2001: 51).

Interview was the second data collection method. Semi-structured interview collected data from

the lecturers, SNE specialists and assistant registrar (welfare) on the challenges in HE with a

special focus in IE in inclusive college. The last data collection method was FGD which

collected data from the students with and without disabilities on the same issues. The FGDs with

the students with disabilities provided insights on the issues at hand from their perceptions of the

challenges in inclusive HE. The three data collection methods therefore allowed the triangulation

of the issues that emanated from the analyzed data. 4.3 ETHICAL ISSUES

Lewis (2003) asserts that any research raises ethical considerations, and this is particularly true

when the groups of participants being researched are vulnerable (Rose and Grosvenor 2001). The


30 | P a g e




ethical issues such as informed consent, confidentiality and anonymity, and confirmation that

there would be no betrayal or deception were taken into account. Accordingly, informed consent

to conduct the study was sought from the relevant authority in the College. Participants were also

fully informed about the nature and purpose of the study, how data would be used, what their

participation would require and the importance of the study. This interactive approach

encouraged and enhanced their willingness to participate in the study. They were also informed

that they had the right to refuse participation as well as to withdraw from the study at any point

(Cohen et al. 2007). Participants were also assured that all information given would be treated

with the strictest confidentiality and that their anonymity and privacy would be protected.

In this study, threats to reliability and trustworthiness were minimized by conducting a pilot

study of the data generation tools, use of different data generation tools and the study was

conducted at an inclusive college. Ethical considerations such as informed consent, anonymity,

and confidentiality (Kumar, 2011) were also taken into consideration during data collection as

well as analysis. With regard to informed consent, permission was sought from the gate-keepers.

Furthermore, the participants were assured that all data collected would be treated with strict

confidentiality and that their anonymity as well as privacy would be protected. 4.4 LIMITATIONS OF THE STUDY

The study was small-scale, focusing on just one college that enrolls students with disabilities as it

is the only one at the time of the study. However, it offered insights into the issues of challenges

in HE with reference to inclusive education. 4.5 DATA ANALYSIS

All data were analyzed using Braun and Clarke’s (2006) seven phases of thematic analysis.

Phase 1 required me to review all data, group the responses according to the research questions

and looked for patterns and themes. Phase 2 involved first level coding and this proved useful in

summarizing segments of data and laid a foundation for later higher order coding that constituted

phase 3. Phase 4 and 5 required me to review, refine, combine and name the themes where

possible. Phase 6 and 7 was the final stage of data analysis and reporting, including coming up


31 | P a g e




with thick descriptions, interpretations as well as discussion of the findings (Miles and

Huberman, 1994, Punch, 2005). 5. FINDINGS AND DISCUSSIONS

The findings are presented according to the major themes of the study, namely participants

understanding of inclusive education, encountered challenges and solutions to the mentioned

challenges that can be regarded as futuristic innovations. 5.1 PARTICIPANTS’ UNDERSTANDING OF INCLUSIVE EDUCATION

The evidence from the interviews with lecturers and focus group discussion with the students

with various special needs indicated that there is a general understanding of the meaning of

inclusive education although one of the participants associated inclusive education with the

education of people with disabilities. The following are some of the excerpts:

My understanding of inclusive education is to let all students that have attained the requirements

for proceeding into another level of education be given equal chances to learn regardless of

their conditions (disability or otherwise). All students should be accommodated with provisions

of whatever teaching aids may be available to them so that they can achieve their goals just like

anybody else (interview with assistant registrar-welfare, 4/2/2019).

IE is all about responding to the diverse needs of all students regardless of the disabilities. Thus

the institution should meet the needs of all students including those with disabilities (interview

with the SNE specialist, 4/2/2019).

Inclusive education is making sure that no one is left behind regardless of ability, where they are

coming from, age, gender e.t.c (interview with lecturer 1, 4/2/2019).

It is education that is accessible to all by accommodating all levels of abilities for the learners.

That means every learner should have a chance to learn and be taught in an environment that is

enabling regardless of their physical, emotional and mental well-being (interview with lecturer

6, 4/2/2019).

Means everyone should have equal opportunities towards education despite of disabilities or

without disabilities (FGD with female students with disabilities, 7/2/2019).


32 | P a g e




Inclusive education means that everyone should have equal opportunities to education, for

example, if the schools have people with disabilities and some without disabilities, the college

should accommodate everyone towards education. Inclusive education means that everyone

should have equal opportunities to education. It incorporates everyone regardless of any

disability present. It is the kind that is innovative, as it makes a way to cater for everyone’s

needs. Example: if the schools have people with disabilities and some without disabilities, the

college should accommodate everyone towards education. Issues of teaching and materials

should be available for everyone including wheel chair users(FGD with male students with

disabilities, 7/2/2019).

The findings show that there was a greater understanding of what inclusive education entails.

However, one participant associated IE with the education of people with disabilities, for

example, he responded that IE is A special education given to people with various disabilities VI,

HI. Lecturer 1 added that “Our understanding of IE is limited”. Lack of understanding of IE was

also reported in a few studies conducted in Malawi by CIEM (2013) and Refie (2014) on IE.

Mostly, the concept of inclusive education is often linked with children with disabilities in

mainstream schools (MoEST, 2016-2020). 5.2 PERCEIVED CHALLENGES

The participants were asked to mention the challenges in HE focusing on IE in the researched

college. The study found that the most frequently mentioned challenges wereinadequacy and

lack of resources (material resource, human resource and financial resource),lack of training in

special needs and IE on the part of the lecturers and the administrators, unfriendly infrastructure,

lack of communication/awareness, the resource room is not adequately resourced and

transcribing/assessment issues.

5.2.1 Inadequacy and lack of resources

The study found that the mentioned inadequacy and lack of resources as a challenge in higher

education related to material resource, human resource and financial resource.


33 | P a g e




5.2.2 Material resource

The evidence from the interviews and FDGs revealed that most participants lamented that there was inadequacy and lack of special teaching and learning materials for students with special needs which makes it difficult for them to learn. Some of the examples given were lack of brailed books, books with large font for the students with low vision, hand frames, computers, hearing aids among others and inadequate perking Braille machines, papers, brailed papers, computers with JAWS software among others. The following are the excerpts:

“We do not have enough computers and personal computers. These are the basic resources for special needs in order to access information easily for the academic studies. It has been noted that we as special needs students, we need to have PCs or desk top computers both during holidays and learning times, but Chancellor College is unable to provide these computers to us (FGD with male students with disabilities).

“Perking Braille are not enough and some are damaged so they scramble for perking braille. Finally, we don’t have some basic resources such as Perkins, white canes, wheel chairs, glasses for short sight students, no hearing aids” (FGD with females with disabilities). “Inadequacies of teaching resources prevent teachers from fully applying the inclusivity techniques, e.g. if I need to use power point, visual or audio texts to enhance a lesson, the classroom set up is limiting. I have to carry equipment around and there are sockets in the classroom that are not functional and as a result, I have to produce handouts frequently but the paper and photocopying equipment is not usually available” (Interview with Lecturer 6).

“We have students who are visually impaired and these need translation of teaching materials and all announcements into braille but this has not been the case. There are no materials in large font as well for these with low vision. There is a software ‘Jaws’ which they use but they do not have laptops to use for this issue” (interview with assistant registrar-academic).

Another participated argued that “without computers learning can be a problem. Students use computers a lot” (FGD with SNE specialist).


34 | P a g e




The findings of the study suggests that although the students with disabilities are included in the

college they are also excluded ironically since some of their educational needs are not fully met.

Lack of special teaching and learning materials were also reported as a challenge in South

African Universities by Howell (2002) in his study of ‘disabled students and education in South

Africa’. His study further revealed that the problems faced by students with SN in the classroom

were purely ascribed to lack of assistive and special devices. He cited an example of the use of

overhead projector assuming that all students can access visual materials when there are students

with VI in the classroom. Again the findings mirror Kamchedzera’s (2015) study on ‘Access

and equity for students with disabilities at the University of Malawi’ and Kamlanga (2012) in her

study which explored how equitable educational participation is to learners with special needs

enrolled in the University of Malawi.

5.2.3 Human resource

The study found that inadequacy and lack of human resource was another challenge in the

college and this related to specialists in different field of special needs. For example, the

participants gave the example of sign interpreters for students with HI, SNE specialists, braillists

among others. The following is the excerpts to illustrate that.

Students with HI are facing a lot of challenges in class since they do not have sign language interpretersin classrooms which is a requirement for them. We do not have enough specialist teachers and braillists in the resource room (FGD with Girls with disabilities).

The findings of the study suggest that the shortage of SNE specialists and braillists in the

college’s resource room interferes with the academic progress of the students with disabilities.

The findings of the study echo the findings of Kamlanga’s (2012) and Kamchedzera’s (2015)

who also reported the shortage of human resource in the college’s resource room yet their role in

the academic life of the students with disabilities is very crucial. Howell (2000) report similar

findings in South African Universities.


35 | P a g e




5.2.4 Financial resource

The findings revealed that there are some students with disabilities who are struggling financially because the loan that they are getting is not enough for them to buy all their basic needs (food, learning materials) and pay accommodation etc. The students lamented that this is affecting their academic life as well. The FGD with female students with disabilities revealed that some students with disabilities faces financial challenges because they come from very poor families “so they are challenged to source basics, accommodation and school fees” (FGD with female students).

The other participants had this to say,

“Inclusive education also means understanding the challenges of students who are emotionally drained due to lack of financial resources, such has been a challenge since the advent of the self-funding programme. Some students seem tired, have stories of hunger, lack of reading resources etc” (Interview with lecturer 6).

“Clearly in this I am referring to fees and upkeep allowances. Of course, there is loans board which offers loans to all students in Malawi but we as special needs students, we are not considered separately. This is because the loans board offers MK100, 000 per semester and it is a maximum which is not enough for the special needs students. For example, meal is at MK700 and that MK100, 000 is only for less than two months. So where can we get the rest of the amount. So in this regard, I think we should be provided with scholarship so that we can manage to buy food, clothes and stationery and other basic resources” (FGD with male students).

The findings suggest that some students with disabilities are facing financial challenges because

they are coming from ultra-poor families. Resource constraints were also reported as a challenge

in South African Universities in Howell’s (2000) study on ‘disabled students and education in

South Africa.

5.2.5 Lack of training in special needs and inclusive education

The study found that the second mentioned challenge faced by HE in relation to IE was lack of

training in special needs and inclusive education on the part of the lectures and the

administrators. The participants stated that the lecturers do not have knowledge and skills on

how to teach the students with disabilities. One participant stated that, “Some of our friends in


36 | P a g e




the teaching area do not understand students with disabilities and have problems in modification

of materials, Scientific diagrams and formulas are difficult for students with VI, for example, one

of the students could not answer the exam question” (Interview with SNE specialist).The

following excerpts illustrate this:

“Delivery of the lesson: members are not capacitated to handle students with diverse needs especially those with special needs, e.g. the students with VI-how can they handle them. I teach research methodology and I don’t know how I can teach statistics to students with VI, for example, if I am entering data, how would they see that, and the formulas, how can I present them so that the students can understand? (Interview with Lecture 4).

Most of the lecturers are not trained to accommodate inclusivity in the classroom. Sometimes I just do not know how to handle learners with special needs I just use my instincts (Interview with Lecturer 6). Technology for those with VI as lecturers we do not understand because we do not have knowledge and skills on how to teach them. The only support I can give is transcribed braille (Interview with Lecturer 3). We have challenges when teaching, for example, you beam the table and they cannot see. There are formulas, graphs, some symbols that are difficult for them to see. When teaching statistics it is difficult for them to understand the symbols without description. To describe skewness is difficult. One day we decided to use cartons which were shaped for them to feel while describing the shape and they were able to understand. They even asked us to why we did not bring that into class when we were teaching. Those with computer outputs they do not participate and they rely on asking others (interview with Lecturer 5).

The finding suggests that the lecturers are facing challenges when teaching in inclusive

classroom where there are students with disabilities among others. The findings corroborate the

findings reported in the studies conducted by Kamlanga (2012), Kamchedzera (2015) in Malawi,

Howell (2000) in South African Universities In addition, Malawi’ MoEST (2016-2020) in

Malawi and Thakur & Abbas (2017) identified teachers’ lack of experience, skills and


37 | P a g e




knowledge to teach diverse classrooms as challenges to IE. This hinders effective teaching and

learning.

5.2.6 Unfriendly infrastructure

The evidence from the interviews and FGDs revealed that infrastructure in the campus is not

friendly to students with disabilities. It was also revealed that classrooms are allocated without

thinking about students with special needs like wheelchair users. This is so because some of the

classrooms are upstairs making it difficult for the students using wheel chairs to access such

classrooms. For example, the participants had this to say,

“Our very own beautiful library does not even have elevators, not even ramps for those who use wheelchairs. Not only that, there is issue of resource centre. In fact, I can say that we don’t have resource centre but just a mere room. This is because the room we have is very small for us such that we are experiencing a lot of problems with that. For example, we do not have library and studying room”.(FGD with male students with disabilities). “Wheel chair users are unable to access the library because the lift is not functional as it is damaged. The administration has been saying that they are going to meet our needs but nothing is happening” (FGD with female students).

The findings suggest that access to infrastructure is a problem for students with disabilities and

this makes it difficult for them to get to places where other with disabilities are accessing.

Similar findings were also reported in Kamlanga (2012), Kamchedzera (2015) and MoEST

(2016-2020) in Malawi and Howell (2000) in South Africa.

5.2.7 Lack of communication/awareness

The study found that lack of communication/awareness was another challenge. It was reported

that the administration do not communicate to the lecturers to make them aware that there will be

students with disabilities in their classes who need special attention when teaching.As a result,

the lecturers recognize too late that there is a student with SNs and by that time the student with

disabilities did not receive the needed assistance. The following are the excerpts:


38 | P a g e




“The lecturers are not aware that they have students with special needs in their classes, for example, those with low vision. There was one in my class but I did not know until another student told me. He used to place the reading materials very close to his eyes. Another one was totally blind. He said he could not understand anything. Then there was one lady who took an initiative to tell her friends in the class that when the lecturers are teaching you must stop them if you don’t understand”. (Interview with Lecture 5).

.

“Lack of knowledge on the students’ needs. For example, I have never received communication from the administration to make me aware of the students that may require some special adjustments in my teaching approaches. I just notice them by myself. In addition, some students with special learning needs seem to not wish me to identify them as such e.g. I had a case of a student with hearing impairment, but I only got to know towards the end of the semester through her friend who made me aware of the case. But, when I called her to discuss the matter, she indicated that she was fine and I did not need to make any adjustments” (Interview with lecturer 6). “Lack of important information from administration, lecturers and our fellow students on different issues which concerns us. For example, issues of loans and scholarships, assignments and changes of classrooms and time. This is due to over use of noticeboards and internet messaging like WhatsApp” (FGD with Girls with disabilities).

The findings further revealed that the communication that is posted on the notice boards by the

administration is not brailed for the students with VI. For example, the female students with

disabilities had this to say, “the administration often uses the notice board to communicate to the

students and yet these are places where students with special needs, in particular those with VI

do not see. They do not post the same information in braille”. The findings suggests that

students with disabilities miss out on important information because of the mode of

communication which is the use of the notice boards without thinking that there are also students

with special needs who needs to receive the same information.

5.2.8 Resource room is not adequately resourced

The study found that another mentioned challenge related to the fact that resource room is not

adequately resourced, for example, the participants indicated that there are no library facilities


39 | P a g e




for those with visual impairment, inadequate hand frames, Perkins Brailler machines, papers,

computers etc in the resource room. This suggests that the students with special needs are

working under resource constrained environment and this interferes with effective learning.

5.2.9 Transcribing and Examination issues

Evidence from the interviews revealed that are some challenges emanating from transcribing of

braille to print and assessment. The participant wondered whether what is transcribed for

students with visual impairment is actually what they write. This is what one participant had to

say,

“I am wondering whether what they transcribe is what the students with visual impairment have actually written because the students respond to the questions so well when in class and how come they do not do very well when they are given assignments. So I have taken an initiative to do a case study where I am collecting their brailed materials to compare with the transcribed work in print” (Interview with Lecturer 1).

In terms of examination issues as a barrier, the findings revealed that students with disabilities have problems with examinations and in accessing the results of their examinations. As a result in order for them to access the results of their examinations, they rely on their friends and in most cases they are given a wrong information. The following are the excerpts:

“We do some examinations without thinking about those with low vision who need large font. In fact at one time the students with special needs demonstrated that they were not considered even when teaching” (Interview with Lecturer 5).

“Sometimes their examination papers and answers have not been properly translated and a lot of delays as there is a need to improve on staffing levels. In addition, students browse examination results on the portal but it is difficult for these students to do so and they rely on giving their passwords to friends who sometimes do not give them the correct information” (Interview with Assistant Registrar).

The findings suggest that the administration tend to forget that there are also students with

special needs whose needs must be responded to just like other students without special needs.


40 | P a g e




For instance, MoEST (2016-2020) emphasizes that an effective education system should be

responsive to learner diversity if IE is to be effectively implemented.

Basically, the perceived challenges create barriers to learning and participation for students with

disabilities in the college and as a result they cannot reach their full potential in education. This

mirrors the social model of disability which believes that it is the society that creates barriers to

people with disabilities. It shifts the location of disability from the individual and focuses on

society’s response to difference and people’s abilities (Shakespeare, 2006). IE is consistent with

the social model of disability because it rejects stereotypes as well as discrimination and lobbies

for social awareness and acceptance of diversity in the delivery of education (Kamchedzera,

2015). 6. PERCEIVED SOLUTIONS TO THE IDENTIFIED CHALLENGES

As pointed out by Jaeger & Bowman (2005), the individuals with disabilities have fought for

their rights to be allowed equal access to physical places such as schools, work-places, libraries,

government offices including commercial establishments. In lieu of this it is important that the

challenges should be addressed by proving solutions which can be taken as futuristic innovations

so that the students with disabilities can learn in an environment which is conducive to learning

and participation.

In this study, the commonly mentioned solutions included the procurement of special teaching

and learning resources, training of lecturers and administrators in special needs and inclusive

education, restructuring of infrastructure; the resource room should be adequately resourced,

awareness and sensitization programmes, communication on the notice boards should also be

transcribed into braille for students with VI and large print for those with low vision. Finally, the

formulation of inclusive education policy at university level that will guide the delivery of IE.

One participant added that “if learners with disabilities we should be an example and be high

performers”. MoEST points out that an effective education system should be responsive to

learner diversity. In order for inclusion to be successful, a number of conditions need to be met,


41 | P a g e




for example, staff development to prepare staff to support the learners, and good working

relationships need to be established with the special educators (Muijs & Reynolds, 2011). 7. CONCLUSION AND IMPLICATIONS

The researched college is the only one of the university’s four colleges which is attempting to

practice inclusive education despite the challenges faced in this process. The study has revealed

that there are challenges faced by HE in its quest to deliver inclusive education and the

implication is that students with disabilities cannot reach their full potential in education if their

needs are not responded to effectively. However, evidence from the interviews and FGDs have

revealed that there are solutions offered that can be viewed as futuristic innovations that can

assist the college to effectively implement inclusive education it its quest to respond to the ISFs

that advocate and promote IE at all levels of education. Another implication for the findings if

the students with disabilities are to learn in an inclusive environment that welcomes diversity

more needs to be done to remove crucial constraints to their learning and the MoEST should

formulate clearer policies on IE at tertiary level. Hence, IE is an example of values and rights

that have to be translated into ethical actions. REFERENCES [1] Peters, S. J. (2003). Inclusive education: Achieving education for all by including those with disabilities and special education

needs. Michigan, USA.

[2] Jaegur, P. T. & Bowman, C.N. (2005) Understanding Disability: Inclusion, Access, Diversity, and Civil Rights. Praeger

Publishers: U.S.A.

[3] Roberts, C., & Teigland, C. (2008). The only way to fly, inclusively. The School Administrator, 65(8), 26-28.

[4] Ministry of Education (2009) National Special Needs Education Policy. Government Press: Lilongwe.

[5] Kosko, K., & Wilkins, J. (2009). General educators’ in-service training and their self-perceived ability to adapt instruction for

students with IEPs. The Professional Educator, 33(2), 1-10. Retrieved from http://www.theprofessionaleducator.org/.

[6] Margo A. Mastropieri, & Scruggs, T.E., G (2010) Inclusive Classroom, the Strategies for Effective Instruction (4th Edition).

Pearson: London. Malawi Government –Ministry of Education, Science and Technology (2016-2020),National Strategy on

Inclusive Education. Lilongwe: Government Press.

[7] National Council for Special Education-NCSE, (2010). Literature Review of the Principles and Practices Relating to

Inclusive Education for Children with Special Educational Needs. Trim, Co. Meath: National Council for Special Education.

[8] Mujis, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: SAGE.


42 | P a g e

http://www.theprofessionaleducator.org/




[9] Kamchedzera, E.T. (2015) ‘Access and equity for students with disabilities at the University of Malawi: The Case of

Chancellor College’ in Halvorsen, T, Ibesen, H & M’kumbudzi, R.P. Knowledge for a Sustainable World: A Southern African-

Nordic Contribution (Ed). African Minds: South Africa.

[10] Chataika, L.E.M., Kamchedzera, E.T., & Semphere, N.K. (2017) ‘An Exploration of the Challenges Faced by Regular

Primary School Teachers in Planning Instructional Strategies for Inclusive Classrooms’ in African Journal of Special and

Inclusive Education.2(1), pp. 12-21.

[11] Moriña, A. (2017) ‘Inclusive education in higher education: challenges and opportunities’ in European Journal of Special

Needs Education, 32(1):3-17.

[12] Ibtasam Thakur, I & Abbas, F (2017) ‘Inclusive Education in Punjab: Challenges and Way Forward’ in Journal of Inclusive

Education, Vol. 1, 2017, p. 15–26.


43 | P a g e

Documents

Challenges in Higher Education: A case of inclusive education in … Kamchedzera.pdf · 2019. 7. 13. · in the SADC countries, the recent draft Southern African Regional Inclusive