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How to Overcome Challenges for Meaningful Implementation of Inclusive Education in Lesotho

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How to Overcome Challenges for Meaningful Implementation of Inclusive Education in Lesotho View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Central University Of Technology Free State - LibraryCUT, South Africa © Kamla-Raj 2015 J Soc Sci, 42(3): 289-297 (2015) How to Overcome Challenges for Meaningful Implementation of Inclusive Education in Lesotho T. J. Khoaeane and M. N. Naong Department of Business Management, Faculty of Management Sciences, Central University of Technology, Free State, Bloemfontein, South Africa, 9300 KEYWORDS Lesotho Schools. Inclusive Education. Teachers. Challenges. Learning Impairments. Intervention Strategies ABSTRACT This study explores the extent to which inclusive education is appropriately and adequately implemented in Lesotho schools. The study, which was conducted among 256 randomly selected teachers in the two districts of Lesotho, namely Lithabaneng and St. Bernadette, reveals a depressing picture. A semi-structured questionnaire with multiple Likert rating scales was used to collect data from the respondents. Teachers still find it difficult to deal with learners with various learning disabilities, while schools’ lack of suitable infrastructure compounds the problem for teachers. The findings show that 63 percent of the teachers bemoan a lack of proper training in order to deal with these learners with disabilities; no support material; and no sympathy from parents and authorities. This situation does not only impact negatively on the morale of these teachers, but also defeats the intentions of ensuring that inclusive education is executed in a manner consistent with government policies. INTRODUCTION for those learners (Gambhir et al. 2008). In order to respond to the diverse needs of all learners, The face of schools in our evolving society the existing education system must be trans- is changing, and teachers must acquire skills in formed from a system of separate education (iso- working with learners who are academically and lating special education from regular education) physically disadvantaged. Teachers are the key into a single integrated system. Schoeman (2012) force in determining the quality of inclusion. and Swart et al. (2004) point out that, in practice, They can play a crucial role in transforming the creation of inclusive school communities schools or bringing about no change at all (Rob- requires attending to the rights of all learners; inson 2008; Swart et al. 2004). Schoeman (2012) shared responsibility among all school profes- states that since the passing of the Policy on sionals; changing organisational structures to Inclusive Education in South Africa in 2001, the promote collaborative decision making and cre- Department of Basic Education has introduced ative problem solving; and making the neces- numerous strategic steps to change the system sary changes in existing professional roles and so that all children can attend their local neigh- school practices. bourhood schools and be supported by teach- The successful accommodation of learners ers to access the curriculum. The principle of with special educational needs requires facili- inclusion seeks to achieve education for all by ties, infrastructure and assisting devices. Caus- restructuring schools as institutions that include ton and Theoharis (2013) point out that includ- everybody, support learning and respond to in- ing learners with special needs in regular schools dividual needs. Inclusion may require full-time remains a goal and challenge for most educa- placement of children with special needs in the tional systems around the world. Evidence sug- regular school with the aim of providing equiva- gests that the lack of relevant facilities and ma- lent educational opportunities and experiences terials is a major obstacle to the implementation of effective inclusion (Beyene and Tizazu 2010). Address for correspondence: Inadequate personnel training programmes is Prof. Tshedi (MN) Naong another problem of achieving inclusion in de- Department of Business Management veloping countries. Training programmes for Faculty of Management Sciences support personnel, such as educational audiol- Central University of Technology, Free State Bloemfontein, South Africa, 9300 ogists, psychologists, speech and language Telephone: (+27) 51 507 3217; therapists, and communication support work- Fax: (+27) 51 507 3869 ers, such as interpreters, are not available in many E-mail: [email protected] developing countries. Research has indicated 290 T. J. KHOAEANE AND M. N. NAONG that in China, support personnel such as voca- be regarded as a priority. Despite this, moves tional counsellors, evaluators and work place- towards the achievement of greater inclusion ment specialists are lacking in most of the edu- have been slow. Research indicates that under cational institutions serving learners with spe- some circumstances inclusion can be efficacious, cial needs (Fuchs 2010). The creation of inclu- yet many teachers remain uncertain with regard sive schools requires more than merely the im- to its implementation in their schools (Beyene plementation of new policies (Dagnew 2013; Ain- and Tizazu 2010; Schoeman 2012). The inade- scow 2004). Educational policies and financing quacies of the teacher training programmes, in arrangements should encourage and facilitate view of the lack of relevant materials and facili- the development of inclusive schools; barriers ties in the institutions in most developing coun- that impede movement from special to regular tries, and the concerns about the inadequacies schools should be removed; and a common ad- in personnel preparation programmes in devel- ministrative structure organised. The progress oping countries, are well documented (Beyene towards inclusion should be carefully monitored and Tizazu 2010). through the collection of statistics capable of This paper is prompted and premised on the revealing the number of students with disabili- fact that documentary evidence has revealed that ties (Ainscow 2004; Naylor 2005; Fuchs 2010). in Lesotho, teachers are not trained in inclusive Many countries have adopted policies in education and do not have the professional favour of early childhood education by support- skills needed for working or assisting learners in ing the development of kindergartens. Policy- the inclusive or mainstream class. There is fur- makers at all levels, including the school level, ther lack of support for teachers; for example, should regularly reaffirm their commitment to evidence demonstrates that there is a critical inclusion and promote positive attitudes among shortage of educational tools and equipment to children, teachers and the public as a whole meet the needs of learners who require special (Fuchs 2010). The future of educational provi- care in the inclusive classroom (Ministry of Ed- sion for pupils with special educational needs ucation and Training – Lesotho 2005). Studies can be seen to be central to educational debate of the attitudes of Zimbabwean school person- across Europe and the United States of Ameri- ca. Legislation in many countries has focused nel towards educating learners with special on the means by which the implementation of a needs reported negative teacher attitudes to- more inclusive education system can be achieved wards educating disabled learners in an inclu- (Beyene and Tizazu 2010). Considering the im- sive setting (Engelbrecht and Green 2007). Gam- portance of laws in the implementation of inclu- bhir et al. (2008) indicate that parents and sib- sive programmes in particular, and the provision lings, like disabled children, are subject to stig- of appropriate services for individuals with dis- ma, marginalisation and discrimination. Addi- abilities in general, it comes as no surprise that tionally, Causton and Theoharis (2013) contend inclusive education and other services for these that teachers find it very difficult to deal with individuals in many developing countries remain the increasing number of children with behav- in an embryonic stage due to the absence of ioural problems in mainstream classrooms. These mandatory laws and policies influencing the pro- children are disruptive in the extreme and the vision of these services. Evidence indicates that learning climate in the classroom negatively af- legislative guidelines covering special needs fects all the learners. The teacher’s lack of the provision are non-existent or antiquated in most necessary knowledge, skills and expertise to developing countries (Dagnew 2013). understand and assist these learners leads to Fuchs (2010) suggests that while the socio- frustration and feelings of inadequacy, which political and moral arguments for inclusion have disrupts effective teaching and successful learn- been well established, insufficient attention has ing. This situation gave rise to this paper, in- been given to the development of an understand- tended not only to determine the challenges with ing of classroom practices that are conducive to which teachers are confronted in their attempt creating an inclusive education system. The to implement the imperatives of inclusive edu- moral imperative for inclusion is clear and few cation in Lesotho, but also to explore and rec- teachers would deny the fact that a move to- ommend appropriate measures that are benefi- wards a more equitable education system should cial to teachers and learners. OVERCOMING CHALLENGES OF INCLUSIVE EDUCATION 291 Unpacking Inclusive Education and its out the world, governments and many stake- Challenges for Lesotho holders advocate quality education and
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