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Overcoming inclusive classroom challenges for teachers : a Lesotho case-study

Published Article / Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported by teachers indicate, amongst many factors contributing to the challenges brought about by inclusive education, inadequate teacher training, inadequate resources, and a lack of support from authorities and parents. The revamp of classroom infrastructure and the review of teacher training approaches in Lesotho are vital policy imperatives to eradicate these educational challenges.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/661
Date January 2014
CreatorsNaong, M.N., Mateusi, C.M.
ContributorsCentral University of Technology, Free State, Bloemfontein
PublisherJournal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein
Source SetsSouth African National ETD Portal
Languageen_US
Detected LanguageEnglish
TypeArticle
Format163 704 bytes, 1 file, Application/PDF
RightsCentral University of Technology, Free State, Bloemfontein
RelationJournal for New Generation Sciences;Vol 12, Issue 2

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