Amplifying voices: participatory case study for learners with visual impairments’ inclusion in Lesotho rural school

Abstract

The effective inclusion of learners with visual impairments (LVIs) has become a crucial issue since the implementation of inclusive education policies in Lesotho. Despite the mandate for all teachers to support the inclusion of LVIs, challenges remain, leading to unmet educational needs for these learners. This article details a study that investigates the obstacles teachers face in including LVIs in a rural secondary school in Lesotho. The study, guided by principles of equity and accessibility, utilised a participatory case study approach involving ten teachers. Through focus group discussions and photovoice methods, guided by the Inclusive Special Education Theory (ISET), the study explored teachers’ perceptions and experiences regarding LVIs’ inclusion. Based on the perception of participating teachers, the findings indicate that inclusion efforts are hindered by gaps in Lesotho’s inclusive education policy, notably the lack of specific guidance on teacher preparedness, particularly in rural areas. Additionally, there is a deficiency in understanding and effectively implementing the policy. The research suggests capitalising on teachers’ resilience and integrating ISET to challenge misconceptions about rural inadequacy. By recognising and leveraging existing strengths within rural settings, the study aims to enhance the successful inclusion of all learners, with a particular focus on LVIs.