The lack of specialized special needs teachers continues to hinder the effective implementation of inclusive and quality education for learners with disabilities in schools across Malawi.

Maimuna Katembo, a Standard 4 teacher and the only special needs instructor at Mtondo Primary School in Songani Zone, Zomba, says many schools in the district have either one or no trained special needs teacher. This, she notes, limits access to education for many learners with disabilities.

"Looking at the increasing number of children with special needs in our schools, Save the Children stepped in and trained teachers from various zones in inclusive education. I was fortunate to be among the beneficiaries," Katembo said.

Although she did not specialize in any specific disability, Katembo explained that the training has enabled her to better support learners with special needs.

“I was trained in inclusive education, which has helped me support special needs learners at my school. However, I did not specialize in any one disability, so I rely heavily on books to learn more. This makes my job quite challenging,” she explained.

As the only special needs teacher at her school, Katembo is responsible for assisting learners with disabilities across all classes at Mtondo Primary, and occasionally supports other schools within Songani Zone.

“It’s my duty to find effective ways of communicating with my learners to ensure they understand the lessons and perform better academically. I try to stay in contact with their friends or family members for support when communication becomes difficult,” she added.

Loveness Mtunduwatha, a nursery school teacher at Bliss Nursery in Traditional Authority Champiti, Ntcheu, echoed Katembo’s concerns. She emphasized that teaching learners with special needs requires ongoing training, as new challenges and approaches continue to emerge.

“Many children with special needs are being denied education because some parents do not see the value in sending them to school—often due to the lack of specialized teachers. The government and other organizations must step in and train more special needs educators, especially at community-based childcare centres, where children begin their foundational learning,” Mtunduwatha said.

Despite having no formal training in special needs education, Mtunduwatha teaches children with disabilities using basic knowledge gained from personal experience and a strong desire to help.

Alex Chinkondenji, Chairperson of the Upper Makwangwala Youth Organisation in Ntcheu, believes the shortage of trained special needs teachers is a critical issue that requires urgent action if Malawi is to achieve inclusive education and realize Vision 2063.

The situations in Ntcheu and Zomba reflect a nationwide crisis. Across all 28 districts of Malawi, many learners with disabilities are dropping out of school due to the absence of specialized teachers who can meet their learning needs.

Currently, Malawi has no specific policy fully dedicated to inclusive education. Instead, the government relies on broader frameworks like the National Education Policy, the National Strategy on Inclusive Education, and the National Sector Investment Plan. These documents, however, lack detailed implementation guidelines—such as the requirement to have specialized special needs teachers in every school—to ensure equal access to education for all children.