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CHALLENGES FACED IN THE IMPLEMENTATION OF THE NATIONAL SPECIAL NEEDS EDUCATION POLICY GUIDELINES THAT ADVOCATE FOR INCLUSIVE EDUCATION

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datacite.subject.fosSocial sciences::Educational sciences
dc.contributor.authorNkhoma, Francis Vincent
dc.cosupervisord251dc7a-8f6b-4a66-9073-1a07ccb3a041
dc.date.accessioned2024-11-12T06:12:01Z
dc.date.available2024-11-12T06:12:01Z
dc.date.issued2018-06-01
dc.descriptionSubmitted to the Department of Education Foundations, School of Education, in partial fulfilment of the requirements for the degree of Master of Education (Policy, Planning and Leadership)
dc.description.abstractAlthough the National Special Needs Education Policy Guidelines (MoE, 2007) were adopted to guide the implementation of inclusive education at all levels of education, there seems to be some challenges in the implementation of inclusive education. The study therefore sought to explore the challenges faced in the implementation of the National Special Needs Education Policy Guidelines that provide guidance for the implementation of inclusive education in Malawi’s one mainstream primary schools in Zomba rural. A mixed method approach was used to address the issues at hand. Data were generated through interviews, focus group discussions, observations, questionnaires and document analysis. Qualitative data were analysed using thematic analysis and quantitative data were analysed through Microsoft Excel. Key findings reveal inadequate training of teachers in special needs and inclusive education, high pupil-teacher ratio, inadequate teaching and learning material/resources and negative attitude towards learners with special educational needs. Learners with special educational needs face such challenges as disability unfriendly environment, negative attitude from their teachers and lack of assistive devices; discrimination by their fellow learners and inadequate learning resources. The study findings imply that the challenges faced in the implementation of the NSNEPG that advocate for inclusive education require multi sectoral approach and concerted effort to deal with them so that learners with special needs can reach their full potential in education. Such implications include but not limited to the need for coordination of government ministries and departments.
dc.identifier.urihttps://dspace.unima.ac.mw/handle/123456789/165
dc.language.isoen
dc.schoolscentersoptionsb0f5f6f8-db8f-4964-9f11-a4d5b2c6d1d6
dc.subjectEducation
dc.subjectPolicy
dc.subjectAdvocate
dc.subjectInclusive
dc.subjectSpecial Needs
dc.subjectPrimary school
dc.subjectDisability
dc.subjectDiscrimination
dc.subjectLearning resources
dc.subjectGovernment ministries
dc.subjectInclusive education
dc.subjectDisability unfriendly environment
dc.subjectHigh pupil-teacher ratio
dc.subjectNational Special Needs Education Policy Guidelines
dc.subjectZomba rural
dc.supervised0000-0003-1000-7639
dc.supervisor4a9cba43-5d23-48b4-8de3-2d87e3fcc53f
dc.titleCHALLENGES FACED IN THE IMPLEMENTATION OF THE NATIONAL SPECIAL NEEDS EDUCATION POLICY GUIDELINES THAT ADVOCATE FOR INCLUSIVE EDUCATION
dc.title.alternativeA CASE OF ONE PRIMARY SCHOOL IN ZOMBA RURAL
dc.typetext::thesis::master thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversity of Malawi

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