Exploring trained caregivers’ perspectives on the transition and education of children with disabilities in community based child care centres in Mulanje district, Malawi.
Date
2025
Authors
Taulo, John
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study aimed at exploring trained caregivers’ perspectives on transition and education for children with disabilities in CBCCs in Mulanje district, Malawi. The study was qualitative in nature utilizing purposive sampling to select sites and participants. Employing a phenomenological design, classroom observations and in-depth interviews were conducted with nine (9) participants. These included four (4) trained caregivers, four (4) parents/guardians of children with disabilities and one (1) District Social Welfare Officer. Data were collected using both semi-structured interview and non-participant observation guides and later, analysis was done thematically. The study revealed the benefits of transition of children with disabilities from home into CBCCs as follows: Opportunity for interaction with the new environment; promotion of rights for children with disabilities; promotes collaboration and trust between parents and the CBCC caregivers; and creates relationship bond between children with disabilities and caregivers. Further, the study found that trained CBCC caregivers were using inclusive strategies in their teaching and learning for children with disabilities. These included group play-based learning; differentiated learning instructions; and supported play-based learning. Besides the benefits, transition was associated with the following challenges: Negative perceptions of parents towards the trained caregivers; unrealistic expectations from parents/guardians of children with disabilities and lack of community support. Furthermore, the study revealed a few challenges associated with the teaching and learning for children with disabilities in the CBCCs which included lack of specialised knowledge and skills among caregivers; lack of suitable learning and assistive materials; poor learning infrastructure; and unrealistic expectations from parents. The study concluded that without
specialised knowledge and skills among trained CBCC caregivers, smooth transition of children with disabilities and their education experiences in CBCCs would not be achieved. In order to address the challenges, the study recommended the review of the ECD policy, curriculum and the
training manual to ensure that CBCC caregivers receive specialized training in that aligns with both the national disability standards.
Description
Thesis of Master of Education in Early Childhood Care, Development and Education.