Research Article

Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools

Motlalepula Alphonci Khumalo
National University of Lesotho, Lesoth
* Corresponding author
Paseka Andrew Mosia
National University of Lesotho, Lesoth
DOI icon 10.24018/ejedu.2023.4.5.736

Read Counter
1426

Downloads
1044

Citations

Share

Article Sidebar

Submitted 2023-08-10
Published 2023-09-29

Read counter = 1426 times

Table of Contents

Article Main Content

The launch of the Lesotho Inclusive Education Policy (LIEP) in 2018 by the Ministry of Education and Training assured the participation of learners with special educational needs (LSEN) in the education system. The policy requires teachers to be the drivers of educational initiatives within the school setting to execute the implementation of the policy and assumes that teachers' use of constructivism-based practices would influence them to implement inclusive education. Informed by a critical paradigm and situated within qualitative research, this paper sought to assess teachers’ preparedness to adopt and implement the LIEP and how they have revised their practices to align with the policy aspirations. Data were generated through individual, semi-structured interviews with a purposively selected group of eight primary school teachers. The data were analysed through thematic analysis. The findings reveal that teachers are unaware of the LIEP; they have not been sensitised about or trained on how the policy affects their educational practices. Additionally, teaching and learning resources to support diverse learners remain an obstacle to the full implementation of the policy. It is recommended that the Ministry of Education and Training facilitate teacher training and improve the infrastructure of schools to make them physically accessible. It is also recommended that a national study on reviewing teachers' preparedness to adopt and implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools is required to inform implementation of the Lesotho Inclusive Education Policy (LIEP) 2018 in mainstream schools.

Keywords: inclusive education learners with special educational needs (LSEN) policy teachers

References

  1. Alden, P. (2016). Provision of Braille reading and learning material in South Africa: A balance between technology and Braille adding value and creating a love of reading. The Journal of Blindness Innovation and Research, 6(3).
     Google Scholar
  2. Angeloska-Galevska, N., & Ilić-Pešić, M. (2018). Assessing children with special educational needs in the inclusive classrooms. In J. C. McDermott, M. Cotič & A. Kožuh (Eds.), Lodging the theory in social practice (pp. 89–100). Education department in Antioch University.
     Google Scholar
  3. Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31.
     Google Scholar
  4. Ashiono, B., Mwoma, T., & Murungi, C.G. (2018). Does the use of ICT empower teachers to teach Mathematics better? A case of lower primary teachers in Mombasa. Matters of Behavior, 2(1), 10-20.
     Google Scholar
  5. Byrd, D. R., & Alexander, M. (2020). Investigating special education teachers knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82.
     Google Scholar
  6. Comstat. (2021). Comparative study (Lesotho and SADC) on inclusive and non- formal education. Comstat Consulting Firm.
     Google Scholar
  7. Creswell, J. W. (2003). Research design: A qualitative, quantitative, and mixed method approaches (2nd ed.). Sage.
     Google Scholar
  8. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
     Google Scholar
  9. Dange, J. K., & Siddaraju. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137-140.
     Google Scholar
  10. Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 1-34). Sage Publications.
     Google Scholar
  11. Donohue, D., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa, University of Pretoria; African Journal Archive; https://hdl.handle.net/10520/EJC153713
     Google Scholar
  12. Hattie, J. A. C. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
     Google Scholar
  13. Hegedus, S., & Moreno-Armella, L. (2020). Information and communication technology (ICT) affordances in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 380–384). Springer International Publishing.
     Google Scholar
  14. Hulgin, K. M., & Drake, B. M. (2011). Inclusive education and the No Child Left Behind Act: resisting entrenchment. International Journal of Inclusive Education 15(4), 389-404.
     Google Scholar
  15. Kalyanpur, M. (2011). Paradigm and paradox: Education for All and the inclusion of children with disabilities in Cambodia. International Journal of Inclusive Education, 15(10), 1053-1071.
     Google Scholar
  16. Kelly, S. (2010). Qualitative interviewing techniques and styles. In I. Bourgeault, R. Dingwall, & R. de Vries (Eds.), The Sage handbook of qualitative methods in health research. Sage Publications.
     Google Scholar
  17. Khumalo, A. M. (2018). Attitudes of teachers towards learner diversity and inclusive education at basic education level in Lesotho (master’s thesis). National University of Lesotho.
     Google Scholar
  18. Khumalo, A. M., & Khamare, P. F. (2021). building inclusive primary schools: Teachers' perspectives on supportive resources in the rural schools in Lesotho: 2021 African Academic Research Forum. Retrieved from www.aa-rf.org.
     Google Scholar
  19. Le Fanu, G. (2014). International development, disability, and education: Towards a capabilities-focused discourse and praxis. International Journal of Educational Development, 38, 69-79.
     Google Scholar
  20. Liu, L. Y., & Guo, L. Z. (2010). Investigation and study on the college students’ ability of social adaptation. Journal of Dezhou University, 1, 96-98.
     Google Scholar
  21. Lumina, M., & Hodgson, T. F. (2023). Failed implementation – Lesotho’s Inclusive Education Policy and the continued exclusion of children with disabilities: A briefing paper (Report). International Commission of Jurists. https://icj2.wpenginepowered.com/wp-content/uploads/2023/04/Lesotho-Inclusive-Education-Briefing-Paper-April-2023-FINAL.pdf.
     Google Scholar
  22. Lyimo, N. S., Too, J. K., & Kipng’etich, K. J. (2017). Perception of teachers on availability of instructional materials and physical facilities in secondary schools of Arusha District, Tanzania. International Journal of Educational Policy Research and Review, 4(5), 103-112.
     Google Scholar
  23. Machaba, M. M. (2013). Teacher challenges in the teaching of mathematics at the foundation phase (Unpublished doctoral dissertation). University of South Africa.
     Google Scholar
  24. McKenzie, R. J. (2015). Perceptions of inclusion factors by general education teachers and administrators (Unpublished Doctoral dissertation). Walden University.
     Google Scholar
  25. Ministry of Education and Training. (2016). Education Sector Plan 2016-2026: Maseru, Kingdom of Lesotho (Report). http://www.globalpartnership.org/content/education-sector-plan-2016-2026-lesotho.
     Google Scholar
  26. Ministry of Education and Training. (2018). Ministry of Education and Training Inclusive Education Policy 2018, Maseru Government of Lesotho (Report). www.globalpartnership.org/sites/default/files/education_sector_plan_2016- 2026._lesotho.pdf.
     Google Scholar
  27. Mitchell, D. (2015). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). Routledge.
     Google Scholar
  28. Morai, M. J. (2021). Inclusive education in Lesotho and the current challenges in implementing it through instructional collaboration. International Perspectives on Inclusive Education, 17, 127-138.
     Google Scholar
  29. Morena, M. C., & Nkoane, M. M. (2021). Challenges of learners with special educational needs in Lesotho mainstream classrooms. International Journal of Multidisciplinary and Current Educational Research, 3(2), 1-9.
     Google Scholar
  30. Mpu, Y., & Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: The South African perspective. Perspectives in Education, 39(2), 225-238.
     Google Scholar
  31. National Braille Week (2020). Who was Louis Braille? Retrieved from https://www.royalblind.org/national-braille-week/about-braille/who-was-louis-braille.
     Google Scholar
  32. Nseibo, K., Vergunst, R., McKenzie, J., Kelly, J., Karisa, A., & Watermeyer, B. (2022). Learning together: The dynamics of training teachers for disability inclusion in South Africa. Frontiers in Education, 7.
     Google Scholar
  33. Page, A., & Davis, A. (2016). The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners?. Teachers’ Work, 13(2), 81-98.
     Google Scholar
  34. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposive sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research 42(5), 533–544.
     Google Scholar
  35. Pohjolainen, S., Nykänen, O., Venho, J., & Kangas, J. (2018). Analysing and improving students' mathematics skills using ICT-tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1221–1227.
     Google Scholar
  36. Riveros, A., & Viczko, M. (2016). The enactment of professional learning policies: Performativity and multiple ontologies. In M. Viczko & A. Riveros (Eds.), Assemblage, enactment and agency: Educational policy perspectives (pp. 55-69). Routledge.
     Google Scholar
  37. Saad, N., & Sankaran, S. (2020). Technology proficiency in teaching and facilitating. In Oxford Research Encyclopaedia of Education.
     Google Scholar
  38. Scott, S. (2019). Access and participation in higher education: Perspectives of college students with disabilities (NCCSD research brief). National Center for College Students with Disabilities (NCCSD) Association on Higher Education And Disability (AHEAD).
     Google Scholar
  39. Sotuku, N., & Duku, S. (2015). Ethics in human sciences research. In C. Okeke & M. M. van Wyk. (Eds.), Educational research: An African approach (pp. 112-130). Oxford University Press.
     Google Scholar
  40. The Lesotho Government Gazette. (1993). Constitution of Lesotho. Maseru: Lesotho Government Printer. Retrieved from www.gov.ls/wp-content/uploads/2018/04/Lesotho_Constitution.pdf.
     Google Scholar
  41. The Lesotho Government Gazette. (2011). Constitution of Lesotho. Maseru: Lesotho Government Printer. Retrieved from www.gov.ls/wp-content/uploads/2018/04/Lesotho_Constitution.pdf.
     Google Scholar
  42. Triviño-Amigo, N., Mendoza-Muñoz, D. M., Mayordomo-Pinilla, N., Barrios-Fernández, S., Contreras-Barraza, N., Gil-Marín, M., Castillo, D., Galán-Arroyo, C., & Rojo-Ramos, J. (2022). Inclusive education in primary and secondary school: Perception of teacher training. International Journal of Environmental Research and Public Health, 19(23), 15451.
     Google Scholar
  43. Tudzi, E., Bugri, J., & Danso, A. (2020). Experiences of students with disabilities in inaccessible built environments: A case study of a student with mobility impairment in a university in Ghana. Scandinavian Journal of Disability Research, 22(1), 116-126.
     Google Scholar
  44. Yin, R. K. (2017). Case study research and applications: Design and methods (6th ed.). Sage.
     Google Scholar
  45. Zhang, Y., & Wildemuth, B. M. (2009). Unstructured interviews: Applications of social research methods to questions in information and library science. Libraries Unlimited.
     Google Scholar