Twenty-seven-year-old Wellington Sibande’s sudden loss of hearing remains a mystery.
On his part, he suspects that his parents’ relocation from Blantyre to Phalombe District is to blame.
Sibande, a graduate whose home district is Rumphi, says in one moment, everything was fine— only for things to change in the next moment.
“It [loss of hearing] happened without any triggers,” he recounts
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“I believe that something mystical or extraordinary happened to me. The problem started when I was in form 2. I was very intelligent at that time,” Wellington explains.
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However, the setback did not deter him from pursuing education.
He successfully completed secondary education and enrolled at the Malawi Institute of Journalism (MIJ).
The aspiration to become a journalist was ignited during his fourth-year in secondary school.
“A friend of my mum once asked me about my dream job and I promptly replied: “Reporter”.
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“Even as I applied for the journalism programme, I was apprehensive about excelling due to my hearing impairment. Nevertheless, with sheer determination and hard work, I graduated with a diploma [credit], surpassing my peers,” he chuckles.
Sibande, who comes from a family of five, did not stop there. He pursued a bachelor’s degree at Mzuzu University (Mzuni), majoring in communication studies.
However, Sibande highlights challenges on his journey.
He recounts missing crucial opportunities, facing discrimination, including shortage of sign language interpreters, and difficulties in accessing library materials.
“Some classmates would tease me about my hearing problem, trying to embarrass me in front of others. Luckily, since my issue started in secondary school, I tried to brush off any negativity,”
“Mzuni lacked either sign language interpreters or sign language courses but these are crucial if people like me are to gain comprehensive knowledge,” he narrates.
Accessing notes was a struggle, and some lecturers’ dictation-based teaching methods posed difficulties for him to comprehend.
“Additionally, navigating the school library was tricky. If I couldn’t communicate effectively with staff, I risked missing essential information or ending up with irrelevant materials,” he adds.
Presently, Sibande freelances for an online sports page.
Last month, Malawi commemorated International Day of People with Disabilities under the banner ‘United in Action to Rescue and Achieve Sustainable Development Goals for Persons with Disabilities’.
Kamwana Muyaya, Programmes Manager for Pamodzi for Inclusive Education Project which Rays of Hope is implementing, emphasises the need to train more inclusive teachers.
The project proposes curriculum revision to equip teachers to effectively handle learners with or without disabilities.
Recognising the gap between policy and practice in inclusive education, the project advocates for adequate funding, the establishment of an Inclusive Education Institute, upgrading the Department of Inclusive Education and securing resources for inclusive education centres.
“This country is transitioning from a culture of exclusion— having separate schools for the blind or deaf—to advocating for inclusive education.
“However, for this to succeed, special needs teachers are crucial. The current teacher curriculum lacks guidance on handling students with special needs,” Muyaya explains.
Beyond policy reforms, the Pamodzi Project empowers communities to promote inclusive education within local setups.
Similarly, Father Benedict Zele, an educationist, believes that true humanity reflection demands inclusive education.
While acknowledging policy documents such as the National Strategy on Inclusive Education 2017- 21, he stresses the need for recognition and support for all entities advocating for children’s education with disabilities.
“Inclusive schools should be celebrated in ranking systems. All educators should be equipped with basic knowledge about teaching learners with disabilities,” Zele highlights.
Meanwhile, the Ministry of Education said recently that it has plans to introduce a special needs subject in teachers training colleges (TCCs) to enhance shortage of special needs teachers in the country.
The ministry says teachers will receive specialised training and knowledge in understanding and supporting learners with disabilities.
Speaking during activities marking Persons with Disabilities commemorations held at Kande in Nkhata Bay District, Chief Education Officer for the district Towera Banda says, with more teachers trained in special needs education, mainstream classrooms can become more inclusive.
Machinga TTC is one of the training institutions that started the initiative.
In a recent statement, the United States Agency for International Development announced the availability of funds for research aimed at better serving persons with disabilities.
Through the Supporting Holistic and Actionable Research in Education (Share) partnership, they invest in research led by a team of deaf experts collaborating with local researchers and organisations in Malawi, Rwanda and the Philippines.
The goal is to enhance language and literacy skills for deaf learners.
As for the challenges encountered by Wellington, it is clear that the path towards inclusive education in Malawi is still bumpy.
