Centre for

Inclusive Education (MUCIE)

About the Centre

The centre is deliberately designed to engage in teaching, research and programming that aims to address the multiple elements of inclusion (Ex. reduced disparities, access, human rights, valued contribution, empowerment) and elements of exclusion (Ex. poverty, inequality, discrimination, barriers to access, and disability) that contribute to inequity/equity in Malawian society and the wider world.
Through active community engagement, promotion of transdisciplinary approaches to inclusive education and involvement of education and related professionals, the Mzuzu University Centre for Inclusive Education promises to offer a sustainable and culturally relevant approach to Inclusive Education. 

Our Objectives

The Centre for Inclusive Education is dedicated to achieving the following specific objectives

Promote inclusive education by working towards increased participation of learners with diverse needs at all levels of education in Malawi

facilitate collaborations with international, local and community partners on projects that serve to increase the quality of education for learners diverse needs, and improve teacher education curriculum and practice in the area of Inclusive Education and culturally responsive pedagogy.

our Mision

To provide high quality education, training, research and complementary services that translate to increased participation and achievement of learners with diverse learning needs in Malawi and the African continent.

Our Vision

The vision of MUCIE is to be the leading centre of excellence in the area of inclusive education through transdisciplinary implementation of innovations and best practices, research, training, and community outreach.

Our Core Activities

Fostering Inclusive Education Through Targeted Programs and Activities

Undertaking research and building a better understanding of the existing best practices as well as the constraints which prevent sustainable education and achievement of learners with diverse needs in the context of developing countries like Malaw

Applying the research findings to develop sustainable inclusive education practices within the Malawian context.

Building networks with other training institutions, Government bodies, NGOs, donors and other partner institutions locally and internationally operating in special and inclusive education.

Conducting generic and tailor-made training programmes in special and inclusive education for capacity building for teachers, schools, communities and organisations.

African Journal of Special and Inclusive Education

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Focus and Scope

The African Journal of Special and Inclusive Education provides a forum for dialogue on inclusive education and special education among researchers, practitioners, policy makers and others interested in the education of children with disabilities in Africa. The journal publishes original research, literature reviews, and theoretical papers on the topics of inclusive education and special education on the continent.

This journal is published by Mzuzu University

ISSN – 2521-8131

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Editorial Board

Meet the distinguished Editorial Board of the African Journal of Special and Inclusive Education, a team of renowned scholars and experts dedicated to advancing research and promoting inclusive education practices. Representing institutions across Africa and beyond, their collective expertise ensures the journal maintains the highest standards of academic excellence and relevance.

Editors:
Ambumulire Itimu-Phiri, Ph.D., Mzuzu University, Malawi

Associate Editors:
Symon Ernest Chiziwa, Ph.D., University of Malawi, Malawi

Consulting Editors:
Samuel Olufemi Adeniyi, Ph.D., University of Lagos, Nigeria
Theophilus Adebose Ajobiewe, Ph.D, University of Lagos, Nigeria
Gladys Babudoh, Ph.D., University of Jos, Nigeria
Darlington Changara, MDS, Midlands Aids Caring Organization, Zimbabwe
John Charema, Ph.D., Mophato Education Centre, Francistown, Botswana
Alick Chavuta, Msc., Inclusive Education Consultant, Malawi
Argnue Chitiyo, Ph.D., Ball State University, USA
George Chitiyo, Ph.D., Tennessee Technological University, USA
Tolulope Eni-Olorunda, Ph.D., Federal University Agriculture, Abeokuta, Nigeria
Simeon Gwayi, Ph.D., Mzuzu University, Malawi
Cynthy K. Haihambo Ya-Otto, Ph.D., University of Namibia, Namibia
Agness Hara, Ph.D., Mzuzu University, Malawi
Joan Jafthas, M.Ed., Western Cape Education Department, South Africa
Elizabeth Kamchedzera, Ph.D., University of Malawi, Malawi
Tirussew T. Kidanemariam, Ph.D., Addis Ababa University, Ethiopia
Lucy Magagula, M.Ed., Montfort Special Needs Education Teacher Training College, Malawi
Foster Magombo, M.Ed., Nalikule College of Education, Malawi
Richard Makoni, Ph.D., Africa University, Zimbabwe
Nelly Malatsi, Ph.D., University of Botswana, Botswana
Mika Mankhwazi, M.Ed., Nalikule College of Education, Malawi
Cosmas Maphosa, Ph.D., University of Fort Hare, South Africa
Margaret Mdolo, Ph.D., Mzuzu University, Malawi
Victor Mgomezulu, Ph.D., Mzuzu University, Malawi
Serefete Molosiwa, Ph.D., University of Botswana, Botswana
Louise Mostert, Ph.D., University of Namibia, Namibia
Karileng Mpuang, Ed.D., University of Botswana, Botswana
Thomas Mtonga,M.Ed., University of Zambia, Zambia
Snib Chabala Musonda,M.Ed., University of Zambia, Zambia
Austin Masundire, Ed.D., Kwanele Primary school, South Africa
Dominic Ndengu, Ph.D., Mzuzu University, Malawi
Peter Ngomwa, MSc., Malawi Council for the Handicapped, Malawi
Mary Sambu, Ph.D., Kenyatta University, Kenya
Nertha Semphere, Ph.D., University of Malawi, Chancellor College, Malawi
Jenny Shumba, Ph.D., University of Fort Hare, South Africa
Simon G. Taukeni, Ph.D., University of Namibia, Namibia

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Guidelines for Authors

These guidelines are designed to help prospective authors prepare their manuscripts in line with the journal's requirements. Adhering to these instructions will ensure a smooth submission and review process.

This is a summary of the article, which should be placed at the beginning of the manuscript. It should provide a vivid picture of the study in terms of the purpose, key research questions/objectives, methodology used, key findings, conclusions, implications, or key lessons arising from the study.

The author should demonstrate awareness of the scientific method of generating/collecting data to answer research questions or addressing research objectives. The research design should be discussed. The author should clearly state sampling techniques, and data collection/generation tools used. A section should be devoted to explaining how data was analysed. The author should demonstrate awareness of ethical issues related to the study.

Total length of the manuscript is not to exceed 20 pages and should include all references, charts, figures, and tables. Articles submitted should follow the guidelines of the Publication Manual of the American Psychological Association (APA), sixth edition. References are to be in APA style with hanging indents. Only works that have been cited in the manuscript should be listed in full at the end of the paper in alphabetical order of authors’ names; see the following examples:

In this section, the author provides the reader background information regarding the issue under study or investigation. This could either be the evaluation of debates in the area or policy background. This section should place the reader into perspective. The author should vividly discuss the puzzle that he or she is attempting to underatand or unravel.

This section should focus on findings of the study. These findings should relate to the specific research questions and objectives.

Discussion of finding
This section discusses the findings of the study. Findings should be discussed in the context of other related studies. Where a theoretical framework has been used, the author should interpret and discuss findings using the theory adopted.

Total length of the manuscript is not to exceed 20 pages and should include all references, charts, figures, and tables. Articles submitted should follow the guidelines of the Publication Manual of the American Psychological Association (APA), sixth edition. References are to be in APA style with hanging indents. Only works that have been cited in the manuscript should be listed in full at the end of the paper in alphabetical order of authors’ names; see the following examples:

In this section, the author should demonstrate awareness of related works or studies in the area of the paper. More importantly, he or she should review recent works of authors who have grappled with related reserach questions. This section should conclude with a theoretical or conceptual framework where the author should justify its selection and explain how it anchors the study or the paper. Statement of the problem, Research questions or objectives

Conclusion/implication
The author should be able to draw logical or well thought conclusion based on responses from study participants or information collected or genrated.

References
The author should list references of all the studies that were cited in the study. Only those works cited in the study should be listed in this section. Reference should be listed using APA format (6th Edition).

Manuscripts are to be typed in Microsoft Word using 12 point Times regular face (no bold or italics). The entire document should be doubled spaced with .75 margins all around. (top, bottom, left, and right). Tables, charts, figures, and or illustrations should fit in a 3 ¼ width column and are to be on separate pages at the end of the manuscript.

Cover Page
Include this information on a separate sheet

  • Title of the manuscript
  • Date of submission
  • Author’s name, complete mailing address, business and home telephone numbers
  • Institutional affiliation, address, e-mail address, and fax number.
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List of Issues

2017 Issue – ISSN 2521-8131

2017 Issue – ISSN 2521-8131 Editorial Note Welcome Morgan Chitiyo and Ambumulire Itimu-Phiri Articles Perceptions of Teachers on the Impact of Kenyan Sign Language on Academic Performance of Learners with Hearing Impairment in Special Primary Schools in Kenya Mary C. Sambu, Nelly Otube, & Beatrice A. Bunyasi An Exploration of the Challenges Faced by Regular Primary School Teachers in Planning Instructional Strategies for Inclusive Classrooms Lonely Elsie Madaka Chataika, Elizabeth T. Kamchedzera, & Nertha Kate Semphere A Review of the National Strategy on Inclusive Education (2017-2021) in Malawi Victor Y. Mgomezulu. Effects of Auditory Integration Training and Acoupedic Therapy on Word Recognition of Children with Hearing Impairment Ayo Osisanya, Samuel O. Adeniyi, & Folarin O. Olubukola

2016 Issue – ISSN 2521-8131

2016 Issue – ISSN 2521-8131 Editorial Note Welcome Morgan Chitiyo and Ambumulire Itimu-Phiri Articles Community-Based Rehabilitation: One of the Most Practical Ways to Promote Inclusive Education in Sub- Saharan Africa John Charema Effects of A Universal Design for Learning Based Literature Circle Model on Higher-Order Reading Comprehension Skills and Student Engagement Charles Gibao Bendu Implementation Practices of the Inclusive Education Policy in Sport: A Case of Four Secondary Schools in Masvingo District, Zimbabwe Tapiwa Mudyahoto Birth Order, Categories of Hearing Loss, and Conduct Disorders of Adolescent Students with Hearing Impairment in Ibadan, Nigeria Bolanle O. Olawuyi, Mary O. Esere, Phebe B. Oluwawole, Hyginus C. Okonkwo

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Submission

E-mail – Attach as one document in the following order: Abstract, Cover Page, Manuscript and e-mail to ajsie@mzuni.ac.mw or ajsie.editors@gmail.com . You will receive an e-mail confirming that we received your attachment. After an initial review by the editors, manuscripts that meet established specifications will be sent to at least three consulting editors for peer review. An editorial decision will be made based on the reviewers’ feedback. Upon acceptance for publication, the journal editors reserve the right to make editorial changes. It is the responsibility of the author(s) to ensure the accuracy of the content in their articles. Also, it is the responsibility of the author(s) to obtain appropriate permission and ensure the ethical treatment of research participants. Points of view and opinions are those of the individual authors and are not necessarily those of Mzuzu University.

Partnerships and Collaborations

Through strategic partnerships and collaborations, we work with local and international organizations to promote inclusive education, conduct impactful research, and implement programs that foster equitable learning opportunities for all.

Local Partners

Mzuzu University Centre for Excellence in Water and Sanitation (WATSAN)
The Inclusive Centre has supported WATSAN in implementing an Inclusive Sanitation Research Project in Rumphi District, and offering expertise on disability and access to latrines for persons with diverse needs. 

The CCAP Synod of Livingstonia Synod Education Commission (Department of Special Needs Education)
In July 2015, the Inclusive Centre conducted a workshop with local teacher on to main topics:

  • Teaching Social skills to learners with disabilities
  • Creating Supportive Learning Environments for Learners with Albinism and diverse learning needs.

International Partnerships
The Centre for Inclusive Education has a close partnership with the following:

International Association of Special Education
Books and information resources in the centre were donated by IASE through its Volunteer Service Project (VSP).  Through the VSP’s Giving Fund, the Centre for Inclusive Education benefited 16,000 US Dollars to help in the establishment of the centre.  Additionally, through IASE, other international partnerships with the Centre have developed:
Duquesne University, USA
Special Education
Contact person, Dr. Morgan Chitiyo

Acadia University, Canada
Inclusive EducationContact person, Dr. Lynn Aylward

Service

Committed to Excellence and Service: Empowering the Community and Beyond.

Perfection

Driven by Perfection: Nurturing Exceptional Talents and Achievements.

Self reliance

Building Self-Reliance, Unleashing Potential: Empowering Individuals to Shape Their Own Future.

MZUZU UNIVERSITY

Mzuzu University is a leading educational institution in Malawi, renowned for its commitment to academic excellence and innovation. Our university aims to empower students with knowledge and skills that prepare them for successful careers and make a positive impact in society. Join us at Mzuzu University and unlock your full potential.

CONTACT

Email: ur@mzuni.ac.mw
Telephone: +265 1 320 722
Adress: University Registrar
Mzuzu University
P / Bag 201
Luwinga, Mzuzu

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