An Evaluation of the Effectiveness of Support for Students with Educational Needs in ODEL in Higher Education Institutions (HEI) in Malawi
DOI:
https://doi.org/10.54536/jtel.v4i2.7746Keywords:
Assistive devices, Inclusive Education, Open Distance Education, Perceptions, Special Needs Education Higher Education, Special Needs EducationAbstract
The study evaluated the effectiveness of Special Educational Needs (SEN) support systems in Open, Distance and e-Learning (ODeL) programmes within Higher Education Institutions in Malawi. Specifically, it examined how existing ODeL provisions accommodate diverse learning needs, explored the experiences of students with SEN, and identified strategies for strengthening institutional capacity and national policy implementation. A mixed-methods approach employing a convergent parallel design was adopted. Quantitative data were collected through surveys involving 30 ODeL students, while qualitative data were generated through semi-structured interviews with eight lecturers and two ODeL coordinators, complemented by document analysis. The findings revealed that SEN support remains fragmented and largely dependent on individual lecturer initiative rather than coordinated institutional systems. For instance, two-thirds of students (66.7%) were unaware or uncertain about the availability of dedicated SEN services, 46.7% reported never receiving reasonable accommodations, and 80.0% identified inaccessible digital platforms as a major barrier. Additionally, 63.0% highlighted inadequate access to assistive technologies, 53.0% cited insufficient staff capacity in inclusive digital pedagogy, and 63.6% believed that national inclusive education policies were poorly implemented at institutional level. Qualitative findings reveal unclear policy mandates, reactive support mechanisms, and inconsistent accessibility practices across institutions. The study demonstrates that strong national policy commitments alone are not sufficient without the institutional operationalization, accessible technologies, and sustained professional development. It extends understanding of inclusive ODeL in low-resource contexts by integrating structural and experiential perspectives within a single analytical framework. The study recommends that investments in accessible digital infrastructure, procurement of assistive technologies, establishment of dedicated disability support offices within ODeL units, compulsory staff training in inclusive digital pedagogy, and dedicated national funding mechanisms to ensure effective implementation of inclusive education policies.
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