Inclusive instructional communication in higher education: A comparative policy analysis of South Africa and Malawi

Abstract

Background: Inclusive instructional communication is necessary for equitable participation of students with communication disorders in higher education. However, limited evidence exists on how policy and legal frameworks in Southern Africa address communicative access, multilingual teaching and support for students with communication disorders.
Objectives: This study examined how selected frameworks in South Africa and Malawi represent inclusive instructional communication for students with communication disorders.
Method: A comparative policy analysis was conducted using qualitative content analysis in an integrated critical realist framework. Ten documents were analysed, focusing on inclusivity, instructional communication, multilingualism, disability support and digital accessibility.
Results: The analysed frameworks express commitments to equity, inclusivity and participation in higher education. South Africa gives attention to multilingualism and language access, while Malawi addresses broader inclusivity. However, the analysis identified limited guidance on instructional communication practices for students with communication disorders. The frameworks did not clearly specify lecturer training in inclusive communication, multimodal teaching approaches, sign language integration, augmentative and alternative communication support or accessible digital learning practices.
Conclusion: The absence of explicit policy provisions for educator preparation, accessible communication practices and communication-support technologies may limit practical guidance on epistemological inclusion of students with communication disorders.
Contribution: This study demonstrates how frameworks in South Africa and Malawi insufficiently address inclusive instructional communication in higher education, arguing for policies that include communication-focused lecturer development, multilingual and multimodal teaching practices, accessible digital learning environments and student support.