Challenges Faced by Deaf Children in Accessing Education in Malawi

ABSTRACT

Deaf education faces many challenges in Malawi, making it more difficult to offer quality education to deaf children. Since the 1990s, Malawi has shifted from a special education system to an inclusive education system. The major emphasis has been on enabling deaf children to learn alongside other children in inclusive mainstream classrooms. However, the field remains confused, particularly since many deaf children are struggling in inclusive mainstream schools. Special schools for the deaf are boarding schools, which are too expensive for most deaf children who come from poor families. Consequently, the aim of this study is to find what needs to be done to enable deaf children to access quality education. Qualitative data was collected in three schools for deaf children and two mainstream schools where deaf children are enrolled. It was found that deaf children feel isolated and lonely in mainstream schools, which leads to some children withdrawing from these schools and joining schools for the deaf. Similarly, some deaf children are denied access to education because they have to choose between paying to enrol in schools for the deaf where they can enjoy the company of deaf peers, and enrolling in mainstream schools where their access to education is very limited. Teachers at mainstream schools lack understanding of deaf children’s educational needs. It is recommended that a collective effort should be made by the state and society to surmount the many challenges that hinder deaf children from accessing quality education in Malawi.

KEYWORDS:

• Deaf children
• Malawi
• inclusion
• mainstreaming
• teachers of the deaf
• deaf education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Malonje Phiri

Malonje Phiri is a deaf researcher and rights disability advocate. He holds a BA in Arts and Humanities from the University of Malawi and an MSc in Inclusive and Special Education from the University of Edinburgh, Scotland. Currently, he is studying for a PhD at Stellenbosch University in South Africa. His research interests are deaf education and deaf communities.