Assessing the role of community based rehabilitation in promoting inclusive education for students with disabilities

Assessing the role of community-based rehabilitation (CBR) in promoting inclusive education for students with disabilities involves examining how CBR programs influence educational access and participation. This study investigates the impact of community rehabilitation initiatives on inclusive education practices, focusing on students with disabilities in Malawi. The research aims to understand how CBR strategies enhance learning environments, support teacher training, and improve social inclusion for disabled students within mainstream schools.

The study adopts a mixed-methods approach, combining quantitative surveys with qualitative interviews of educators, CBR practitioners, and students with disabilities. Quantitative data assesses the correlation between CBR interventions and educational outcomes, while qualitative insights explore experiences and perceptions of inclusion in schools supported by CBR programs. The research evaluates specific components of CBR such as community awareness, resource mobilization, and collaborative partnerships in education settings.

Findings indicate that effective CBR programs significantly improve physical and social accessibility in schools, foster teacher capacity to accommodate diverse learning needs, and enhance peer acceptance of students with disabilities. The study also identifies challenges including limited funding, inadequate training, and insufficient community engagement, which hinder optimal implementation of inclusive education through CBR.

The abstract concludes that community-based rehabilitation plays a pivotal role in advancing inclusive education by bridging community resources with school systems. Recommendations include strengthening CBR partnerships with educational institutions, increasing investment in disability-specific training for teachers, and promoting community awareness to sustain inclusive practices. The research contributes to policy development for integrating CBR and inclusive education frameworks in Malawi and similar contexts, aiming to improve educational opportunities and social integration for students with disabilities.