MAINSTREAM TEACHERS’ CHALLENGES IN TEACHING LIFE SKILLS IN INCLUSIVE CLASSROOMS COMPRISING LEARNERS WITH VISUAL IMPAIRMENTS

Abstract

This study explored the challenges mainstream teachers face in the teaching of Life Skills in an inclusive classroom comprising learners with Visual Impairments in Malawi. The study was conducted at a primary school in Lilongwe Rural West, using the qualitative approach and phenomenological design. Data for the study was generated using semi structured interviews and lesson observations. The study sample consisted of standard five and seven learners and mainstream teachers teaching in these classes, all selected by purposive sampling technique. The data generated was analysed thematically. Wolfensbeger‟s (1980) theory of normalisation was used to guide this study. The argument behind the theory is that a learner with whatever kind of disability can learn effectively in an inclusive classroom like any other learner if given necessary support from the teachers. It was found out that mainstream teachers who teach Life Skills in inclusive classrooms with learners with VI face many challenges which include: lack of knowledge to manage learners in inclusive classrooms, lack of adequate resources for teaching learners with VI, negative attitudes towards learners with VI, difficulty in teaching Life Skills related to sex and sexuality and difficulty in using participatory methods. It could be recommended from this study that mainstream teachers need support from the Education Authorities in form of resources for teaching learners with VI, training on how to manage and teach inclusive classrooms and the provision of adequate specialist teachers in inclusive schools.