Evaluating how modified teaching approaches affect learning for children with disabilities: a case study of Area 22 SOS Primary School, Lilongwe.

Inclusive education is a cornerstone of equitable and rights-based education systems worldwide, aimed at ensuring equal learning opportunities for all children regardless of ability. In Malawi, national policies such as the Education Act (2013) and the National Strategy on Inclusive Education (2017–2021) emphasize the inclusion of learners with disabilities in mainstream schools as a means of promoting social equity and educational access. However, despite these policy commitments, the practical implementation of inclusive education remains a major challenge, particularly in public and low-resource school settings.
This qualitative case study examined the effectiveness of modified teaching approaches in supporting children with disabilities at SOS Primary School in Area 22, Lilongwe. The study focused on strategies such as differentiated instruction, use of visual aids, peer support, and individualized attention. Data were collected through in-depth interviews and classroom observations involving teachers, learners with disabilities, and school administrators.
The findings reveal that although modified teaching approaches are being applied to some extent, their effectiveness is limited by inadequate teaching and learning resources, lack of specialized teacher training in inclusive education, absence of braille and sign language support, weak administrative and monitoring structures, large class sizes, and persistent negative social attitudes toward disability. Additionally, limited parental involvement and weak collaboration with external support services further hinder successful implementation. Teachers often rely on improvised strategies, resulting in inconsistent learning experiences for learners with disabilities.
The study concludes that inclusive education at the school is more aspirational than fully functional. It recommends sustained investment in teacher capacity building, provision of assistive learning materials, strengthened school-level monitoring mechanisms, enhanced community sensitization, and improved policy enforcement to bridge the gap between inclusive education policy and practice in Malawi.