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Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 104-111). Also available on the Internet.

Thesis (M. Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed Oct. 30, 2006). Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 163 pages. Includes bibliographical references.

Thesis (Ph.D)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ed.D.)--Mississippi State University. Department of Instruction Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Scholars emphasise the pivotal role that teacher perceptions play in the success of inclusive education (IE). Using Bourdieu’s (1985-1999) three conceptual tools of habitus, field and capital as a theoretical framework, this qualitative case study was designed to investigate secondary school teachers perceptions of IE – particularly with regard to the inclusion of children with disabilities in mainstream schools in the Maseru District of Lesotho. Data were collected using rural and urban focus-groups’ interviews. After analysing the data using categorical indexing, and discourse and comparative analysis methods, seven overriding themes emerged: teacher philosophical understanding of IE, teacher inclusion experiences and challenges, teacher classroom practices, teacher opinions about IE, key elements of IE, advantages of IE, and disadvantages of IE. Both focus groups demonstrated similar, but diverse conceptualisations of IE: as an integration movement requiring students to adapt to the school environment; as a segregation movement justifying special schools for students with severe disabilities; and as an education-for-all movement requiring that schools adapt to individual learner needs. The teachers understood that IE had social benefits for learners who could not reap its academic benefits. They used their traditional nurturing approaches to teach learners with different abilities – such as by memorisation of concepts and maximising peer interactions for the purpose of peer tutoring. However, the teachers’ insistence on corporal punishment and forcing learners to speak English in schools seemed to compromise their inclusion efforts. The study also found that despite the culturally influenced, positive and nurturing instincts of teachers in relation to supporting the education of children with disabilities, they were confronted with numerous challenges. These included: lack of knowledge and skills to effectively implement IE, lack of resources, lack of collaborative support from parents and government, and lack of incentives to boost their morale. It is recommended that teachers be equipped with theoretical knowledge of IE and with practical skills to implement it. Pre-service and in-service training was recommended in this regard. It is also recommended that all stakeholders in Lesotho secondary education bring together their resources, expertise, knowledge and enthusiasm – in an effort to make IE in Lesotho both successful and sustainable. / Inclusive Education / D. Ed. (Inclusive Education)