Assessing the special education professional development needs of northern Malawian schoolteachers

Elizabeth Hughes, Morgan Chitiyo, Ambumulire Itimu-Phiri, Kristen Montgomery

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

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 self-identified 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.

Original languageEnglish (US)
Pages (from-to)159-177
Number of pages19
JournalBritish Journal of Special Education
Volume43
Issue number2
DOIs
StatePublished - Jun 1 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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