CBM Regional Adviser Visits Zomba, Hears Challenges Facing Learners with Disabilities
A shortage of specialist teachers, limited awareness of disability and inadequate support structures are among the challenges affecting inclusive education at Matoponi Primary School in Zomba District.
These concerns came to light when Christian Blind Mission (CBM) Regional Community-Based Inclusive Development (CBID) Adviser, Marjolein Meande, visited the school to appreciate the implementation of the Tiwaphunzitse 2 project, which seeks to improve early grade literacy among learners with disabilities.
Accompanied by CRECCOM Executive Director, Alinafe Ireen Chibwana, Meande met school authorities, teachers, learners and community members to hear firsthand the challenges children with disabilities face in accessing education.
During the discussions, the school highlighted a shortage of specialist teachers, making it difficult to provide adequate support to learners with different disabilities. Community members also raised concerns about limited awareness of disability, which sometimes affects how children with disabilities are treated and supported at home and in school.
The absence of dedicated school committees to champion inclusive education was another concern, with participants pointing to the need for stronger involvement of parents and communities in supporting learners with disabilities.
Speaking during the visit, Meande said improving inclusive education requires a better understanding of the challenges faced by schools, teachers and families.
"We cannot talk about inclusive education by simply looking at whether children with disabilities are enrolled in school. We also need to look at what happens when they enter the classroom. Are teachers able to support them? Do they have the learning materials they need? These are some of the issues we must pay attention to if every child is to benefit from education," said Meande.
The visit also brought attention to the need for assistive devices, which the Tiwaphunzitse 2 project is expected to provide to help learners with disabilities participate more effectively in classroom activities.
CRECCOM Executive Director, Alinafe Ireen Chibwana, said the challenges raised at Matoponi demonstrate why interventions must involve teachers, parents and communities rather than concentrating on learners alone.
"A child with a disability may be willing to learn, but if the teacher lacks the necessary skills or the family does not understand how to support that child, learning becomes difficult. This is why Tiwaphunzitse 2 is working with both teachers and guardians. We want children with disabilities to receive the support they need, both at school and at home," said Chibwana.
She further observed that community participation remains important in addressing negative attitudes towards disability and ensuring that children with disabilities are not left behind.
The Tiwaphunzitse 2 project, implemented by CRECCOM with support from CBM, is running in Zomba and Mulanje districts. It focuses on improving early grade literacy among learners with disabilities by strengthening the capacity of teachers and guardians to provide appropriate learning support.
The project also seeks to address some of the practical challenges that prevent children with disabilities from participating fully in education, including limited access to assistive devices and inadequate understanding of their learning needs.
The issues raised will be important in informing efforts to strengthen inclusive education under Tiwaphunzitse 2, particularly in ensuring that children with disabilities are not only enrolled in school but are also supported to learn and progress alongside other learners.
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