In a bid to bridge the gap between theory and practice, students specializing in Inclusive Education from Emmanuel University recently undertook a benchmarking visit to Lilongwe Girls Secondary School. The primary aim of the excursion was to observe firsthand how learners with visual and hearing impairments are integrated into mainstream classrooms alongside their non-disabled peers.

The visit, which was coordinated by the university’s Faculty of Education, sought to move beyond textbook definitions of inclusion. “It is one thing to learn about the ‘Salad Bowl’ theory of inclusion in a lecture hall; it is another to watch a teacher use sign language while writing on a board for a student with partial sight,” explained Mr Soko, who accompanied the group.

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