ABSTRACT
This chapter looks at dimensions of diversity in schools in Malawi, as well as teachers' perceptions of diversity in this context. It aims to illustrate the interaction between pre-service teacher education programmes and educational and support practices with regard to the diversity of learners in mainstream schools. The subject Foundation Studies is obligatory for every pre-service teacher of primary school education, and contains a module on Special Educational Needs. Primary school teachers in Malawi who have teaching experience can enrol for an additional diploma course in Special Needs Education within the following four disability-based specialisation areas: learning difficulties, hearing impairment, visual impairment and deaf-blind. The research was conducted using a qualitative and multi-perspective research design that combined analyses at the macro, meso and micro levels and focused on primary education. Collaboration and consultation between teacher education institutions and policy-makers in education systems to address issues related to expanding the scope of pre-service teachers' knowledge also needs to be emphasised.
