6 research outputs found
Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions
No full textSupporting learners with Autism Spectrum Disorders (ASD) in schools is one of the vital responsibilities of teachers. This paper focused on exploring the challenges encountered by teachers in fulfilling their role of supporting learners with ASD within mainstream primary school settings in Lesotho and designing strategies that can overcome these challenges. This qualitative study draws on a purposive sample of fourteen participants (two principals, six teachers, and six parents) who have experience working with learners with ASD within two primary schools that practice inclusive education in Lesotho. Data were collected with individual interviews and observations to conduct an in-depth investigation of the study. Thematic results showed that inadequate knowledge in managing the behaviours of learners with ASD, negative attitudes towards learners with ASD, lack of parental involvement, and lack of access to physical, human, and financial resources in primary schools as the significant challenges faced by teachers when supporting learners with ASD in Lesotho regular primary schools. Hence, the paper recommends continuous professional development training workshops and seminars for teachers. Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools
Collaborative school board roles in mitigating dropout among children with physical disabilities in Lesotho primary schools
No full textThe Lesotho Education Act (2010) acknowledges that, ensuring that a child who is physically or mentally handicapped is given special treatment, quality education and care required by his or her condition, cannot be the role and responsibility of regular teachers alone, but also a major responsibility ofschool boards. Notwithstanding the benefits accruing from decentralising power to school boards, Lesotho is faced with the challenge of children with physical disabilities (hereafter CwPDs) who drop out of primary schools before they acquire skills needed for survival. The aim of the study was to explore the collaborative roles of school boards in mitigating dropout among children with physical disabilities in Lesotho primary schools. The Bronfenbrenners’ eco-systemic theory and Telford’s collaborative leadership theory were used in the study. A case study design and interpretive approach were adopted in the study. In-depth individual interviews were conducted to obtain rich and accurate data from 10 participants from two purposively selected primary schools. Through thematic analysis of the interviews, three themes became apparent in the study. The main findings were that school boardsin this study relied overwhelmingly on helping CwPDs to develop intrapersonal skills such as self-esteem and confidence as embedded in their roles. They also worked collaboratively to provide care and spiritual support as an attempt to mitigate dropout rate of CwPDs. However, the poor infrastructures as well as unclear policies and programs, lack of in-service training and insufficient knowledge/skills to address the needs of CwPDs compromised their leadership and affect the academic performance of CwPDs. In spite of this, school boards are expected to use the effective strategies such as; early identification of academic progress, as well as improving nutrition with the aim of improving academic performance and mitigating dropout rate of CwPDs. It was recommended that the Department of Education should provide on-going and in-service training for school boards to acquire skills needed to mitigate dropout of CwPDs in the mainstream schools. Furthermore, there is even a greater need for the equal involvement of all school boards members to implement the clear school-based disability policies.University of the Free State (UFS
Pondering Collaborative School Board Roles in Alleviating Dropout among Learners with Physical Disabilities in Schools
No full textThe present paper explores collaborative school board roles in alleviating dropout among Children with Physical Disabilities (CwPDs) in primary schools in Lesotho. An interpretive approach with a qualitative case study design provided insight into how school board members interpret and understand their roles and responsibilities and shed light on school boards' strategies to alleviate dropout of CwPDs. In-depth individual interviews were conducted to obtain rich and accurate data from 10 participants from two purposively selected mainstream primary schools. Bronfenbrenners' bio-ecological systems theory and Telford's collaborative leadership theory were used in the study. Through a process of thematic analysis, apparent themes emerged. Findings reveal that many school board members lack the necessary knowledge and skills to address the needs of CwPDs. The research concludes that CwPDs drop out of school because of poor infrastructure, ineffective collaboration, and unclear school policies. It is recommended that through forging collaboration between school board members and other role players, a transformation of policies, in-service training for school boards, and raising disability awareness and dropout among CwPDs can be better alleviated
Teaching strategy: The key to supporting learners with autism spectrum disorders’ well-being in Lesotho mainstream schools
No full textImproving the well-being of learners with autism spectrum disorder (ASD) in Lesotho public regular classrooms can be challenging. It may require different teaching strategies or additional support from self-efficacious teachers. This paper aimed to dissect the teaching strategy concept concerning supporting the well-being of learners with autism spectrum disorder in mainstream primary schools in Maseru District within the context of Lesotho. Fourteen participants, including two principals, six teachers and six parents of learners with ASD from two mainstream primary schools in Lesotho, were purposively chosen. Semi-structured individual interviews and observations were employed to generate in-depth data. The data were then analysed thematically. The paper adopted Bandura’s (1986) Social Cognitive Theory (SCT) as the framework for the research design. Overall, participants consider teaching strategies necessary for promoting learners’ holistic well-being, developing intrapersonal strength, promoting learner self-regulation, and increasing learner motivation. Conclusions are made that teachers in mainstream classrooms understand that teaching strategy is a crucial element for bringing desirable changes in the behaviour of learners with ASD. However, they are not well-capacitated to implement these strategies for supporting learners with ASD. It was further recommended that the teachers enhance more differentiated teaching and/or learning strategies and approaches to promote the teaching to keep learners with ASD engaged and learning different skill sets, as these would yield positive results
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
