6 research outputs found
Exploring the understanding of enabling environment for learners with special educational needs in rural primary schools in Lesotho
No full textThis study focused on understanding how to enhance learners with special educational needs in rural primary schools in Lesotho. It employed the qualitative case study within an interpretative research paradigm. Data were collected through focus group discussions and one-to-one interviews. Thematic analysis was used to analyze the qualitative data. Thirteen participants were purposively selected from two rural primary schools (School A and School B). School A consisted of seven participants. School B comprised six participants and two from the Ministry of Education and Training (MoET) in the Special Education Unit (SEU), all in all, fifteen participants contributed to this study. The participants were chosen as those with three years or more in teaching LSEN and specialists in special education. The participants comprised two males and thirteen females aged between 30 and 62. The findings suggested that participants understood the enabling environment for LSENs in rural primary schools in Lesotho. These could be explained by a safe, comfortable, healthy, inclusive setting for playing activities, developing learners’ self-confidence and self-esteem, quality education, user-friendly, barrier-free, supportive, and conducive environments where quality education is provided to all learners, regardless of their differences Therefore, the study helps in identifying the challenges that learners with SEN in rural areas face and how these challenges can be addressed
Enhancing an enabling environment for learners with special educational needs in rural primary schools in Lesotho
No full textFollowing the introduction of free and compulsory primary education in Lesotho in 2000, schools have seen an influx of learners who are eager to acquire education. Some learners experienced learning difficulties which inhibited their ability to learn in mainstream classes. This limitation is as a result of lack of implementation and a plethora of issues concerning infrastructure, resource allocation, overcrowded classrooms, training of teachers, and stakeholders' attitudes. This study aims to explore how an enabling learning environment can be enhanced for learners with special educational needs (LSENs) at the rural primary schools in Lesotho. Its objectives were (1) to explore an understanding of an enabling environment for LSENs in rural primary schools in Lesotho; (2) to investigate and explain the importance of an enabling environment for LSENs in rural primary schools in Lesotho; (3) to explore the resources that can be used to enhance an enabling environment for LSENs in rural primary schools in Lesotho; (4) to determine the challenges faced by teachers when dealing with LSENs in rural primary schools in Lesotho; and (5) to determine how to overcome these challenges by teachers when teaching LSENs. The philosophy of Ubuntu was used as a theoretical framework. This study adopts a qualitative approach and interpretative paradigm. An exploratory case-study was used as a design in this study. Focus Group Discussion and semi-structured, one-on-one interviews were used as instruments for data collection. Participants were purposefully and conveniently selected from the rural primary schools in Lesotho. The sample size involved thirteen participants from two rural primary schools in Lesotho (N=13) [(School A: six teachers (n=6) and one principal (n=1) and School B: five teachers (n=5) and one principal (n=1) and two special education officials (n=2) from the Lesotho Ministry of Education and Training]. Four themes were developed through thematic analysis in the study. The findings revealed that an understanding and enabling learning environments for learners with special educational needs is a significant factor in enhancing the learning environment in rural primary schools in Lesotho. The results indicated that teachers faced many challenges in creating and enhancing an enabling environment for LSENs in rural primary schools in Lesotho. These include lack of infrastructure, lack of trained teachers, lack of resources, poor remuneration, and lack of coordination between all educational stakeholders. The implication of the results was discussed in this study to address the enhancement of an enabling environment for LSENs in rural primary schools in Lesotho.University of the Free State (UFS
Enhancing teachers’ skills to improve academic performance among learners with visual impairment: a case of selected primary schools in Maseru, Lesotho
No full textThesis (Ph.D.(Education))--University of the Free State, 2024Studies have shown that learners with visual impairment often face significant challenges in accessing educational material, participating in classroom activities, and receiving the necessary accommodations, which can impede them from attaining high academic performance. The Lesotho Education and The Lesotho Inclusive Education Policy, in line with the Salamanca Statement, acknowledged that the education system should be more inclusive and supportive and benefit learners in the primary mainstream setting, irrespective of their disabilities. However, teachers find it challenging to successfully handle the teaching and learning environment to improve the LVI academic environment. The study aims to explore how teachers’ skills can be enhanced in improving academic performance among Learners with Visual Impairment (LVI) in primary schools in the Maseru district, regardless of the efforts utilized by the Ministry of Education and Training (MoET) to make education free and Compulsory for primary learners irrespective of their disabilities. Many teachers had not yet benefited from being trained to teach learners with diverse needs, which reduced teachers’ self-efficacy in teaching Learners with Visual Impairment. Despite the various steps the Ministry of Education and Training had taken to make provisions for introducing Free and Compulsory Primary Education to all other levels of learning. LVI still faced challenges in learning and needed attention and support from their teachers in mainstream teaching and learning. In this regard, lacking teachers’ relevant skills contributes to insufficient delivery to provide LVI with the appropriate support they need. This proved that teachers were psychologically and academically unprepared to teach LVI in their classrooms, affecting their socio-economic and learning performance. It is highlighted that teachers with high self-efficacy improve learners’ self-efficacy, motivation, and academic achievements. Therefore, teachers play a vital role in improving learners’ academic performance because they apply appropriate skills and resources to teach LVI.
This study used Bandura’s Perceived Self-efficacy theory to enhance teachers’ skills and improve academic performance among LVI in primary schools. It adopted a qualitative research approach through the case study design. It employed the interpretive paradigm. Twelve participants were purposively selected in this study from two schools (School A and School B) were equally constituted of six participants. This study employed Focus Group Discussions, telephonic interviews, and non-participatory observation methods for data collection. Thematic analysis was used to analyze qualitative data. The findings showed that underperforming of LVI is some of the factors affecting their academic performance, including lack of teachers’ skills, lack of content knowledge to teach LVI, lack of parental support, remuneration of teachers, Inexpert teachers, rigid curriculum, assessment tools, constraining learning environment the rigid curriculum that does not cater for LVI, lack of relevant resources for LVI such as Braille reading and writing, lack of parental involvement, remunerating teachers’ salaries to show appreciation on the workload in the mainstream. The study recommended that the government of Lesotho, through MoET, should improve on the Special Education Unit to be ready to implement continuous training and equip teachers with relevant skills to improve academic performance of learners with visual impairment programs
Collaboration: The Key for Creating Conditions Conducive to Academic Performance of Children with Physical Disabilities in Lesotho Schools
No full textCreating a positive and conducive learning environment for learners, particularly for children with physical disabilities (CwPDs) and other vulnerable children, is a major call for collaborative school boards, and this is evident in the education policies and conceptual frameworks nationally and internationally. This study explores the collaborative school board members’ creation of conditions conducive to the academic performance of children with physical disabilities in primary schools in Lesotho. A qualitative approach and interpretive paradigm were adopted for this study through a case study design. Ten participants were selected purposively from two primary schools in the Maseru district, and semi-structured individual interviews for data collection. The findings further revealed that CwPDs become more engaged within a supportive learning environment when school boards respect and appreciate their responses. Findings also revealed the challenges in creating a conducive learning environment for CwPDs, such as overcrowded classrooms, lack of collaboration between teachers and school boards, lack of mobile clinics for everyday referral, and inappropriate resources for learners’ type of disability. This study recommended the Ministry of Education and Training provide ongoing professional development training for new school boards to employ collaborative leadership strategies and skills that increase student engagement and, ultimately, improve the academic achievement of CwPDs in primary school
Fostering an enabling environment for Learners with Special Needs in rural primary schools in Lesotho
No full textSuccessful inclusion of Learners with Special Educational Needs in mainstream teaching and learning is a challenge globally. This study explores fostering an enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho. Data for the study were collected using a qualitative approach using a case study design, and analysis was done through Thematic Analysis. Thirteen teachers from two primary schools in the rural community and two officials from the Ministry of Education and Training purposively were selected in Lesotho and participated in this study. Focus group discussions and one-on-one semi-structured interviews were used as instruments for data collection. Thematic results showed that teachers’ inflexibility hindered the creation of an enabling environment in terms of infrastructure and poor allocation of resources, which were critical challenges to support LSEN in their daily teaching and learning activities. The results revealed that not enabling environments and the unavailability of relevant resources increase the number of dropouts in schools among LSEN. The results further revealed that the lack of pertinent training for regular teachers to help special education learners succeed effectively handicapped the education of LSEN in mainstream teaching and learning. Therefore, the study recommends that teachers be given continuous workshops by MoET and in-service training to fill the gaps in special education programmes and produce teachers who can be relevant in inclusive teaching and learning in Lesotho's primary mainstream schools, particularly rural schools
Fluorescence studies of bovine liver fructose-1.6-diphosphatase, 1988
No full textBovine liver fructose-1,6-diphosphatase was purified to homogeneity. Fluorescense studies were used to probe the structure of the active site of the enzyme. Fluorescense probe N-( 1-pyrene) maleimide (NTM) is nonfluorescent in aqueous solution but forms a strong fluorescent adduct with the enzyme through its essential sulfhydryl group. The effect of pH, ionic strength, urea, AMP and FDP on environment of the essential sulfhydryl group as measured by the fluorescent probe was studied
