'I might be lucky and go back to school': Factors affecting inclusion in education for children with disabilities in rural Malawi.

BACKGROUND

Globally, children with disabilities are often excluded from and within schools.

OBJECTIVES

This study explored experiences of inclusion in education amongst children with disabilities in Malawi. The enquiry focused on the perspectives of children and their caregivers on barriers and enablers of inclusion.

METHOD: Data were gathered through in-depth interviews with 37 children with disabilities, 61 caregivers and 13 teachers from Ntcheu and Mangochi districts and analysed thematically using the International Classification of Functioning, Disability and Health as a framework.

RESULTS

Overall, this research study found that children with disabilities face persistent and systemic barriers to attending, progressing and learning in school.

CONCLUSION

School outcomes were influenced by a range of impairment-related, personal and environmental factors, including poor health, household poverty, attitudes of caregivers, teachers, peers and children themselves and school resources for inclusive education.

CONTRIBUTION: These findings carry implications for policy and planning in inclusive education and other services to support the health and well-being of children with disabilities in Malawi.