Teachers of English Assessment Strategies for Learners with Visual Impairment in Malawian Inclusive Secondary Schools

This qualitative study investigated the extent to which teachers of English use assessment strategies to accommodate learners with visual impairment (VI) in inclusive secondary schools in Malawi. Guided by Vygotsky's social constructivist theory, the study employed a case study design across three purposively selected secondary schools in the Central West and Central East Education Divisions. Data were generated through classroom observations, in-depth interviews with English teachers and specialist teachers, and focus group discussions with learners with VI. Thematic analysis revealed that teachers employed four main assessment strategies: classroom language assessment (reading, writing, listening, and speaking), observation, peer assessment, and homework. These strategies were deployed when diagnosing learners' strengths and weaknesses, enhancing teacher–parent partnerships, and during mid-term and end-of-term examinations. The study found both positive and negative influences of these strategies. While they increased participation of learners with VI, persistent challenges such as shortage of Braille materials, inadequate specialist teachers, delayed feedback, and insufficient time allocation significantly constrained the effectiveness of assessment accommodation. The study underscores the urgent need for policy reform, targeted teacher training, and resource provision to ensure equitable assessment for learners with visual impairment in Malawi's inclusive education system.