Teaching learners with learning disabilities in inclusive classrooms: Challenges and possible solutions

Abstract

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.

Keywords: {'name': 'Inclusive classrooms, challenges, learning disability.'}

Authors & affiliations

Seliane Masana
Affiliation not supplied

Rantsie Kgothule
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

Abegglen, H.J., & Hessel, M.G. (2018). Measures of Individual, Collaborative and Environmental Characteristics Predict Swiss School Principals. Teachers’ and Student Teachers’ Attitudes toward Inclusive Education. Psychoeducational Assessment, Intervention and Rehabilitation. 1(1):1-24.

DOI: 10.1007/978-3-319-93191-3

DOI: 10.1080/2331186X.2019.1703446

Adjei, H., Baffoe, R.S., Ansah, C.A., & Baffoe, M.S. (2015). The Impact of Teaching Learning Resources on Teaching Business Management. European Journal of Business Management. 7(12): 71-77.

DOI: 10.20525/ijrbs.v10i4.1165

DOI: 10.51383/ijonmes.2017.13

Ali, R.K., & Hamza, M.A. (2018). Impact of Teachers’ Training on students’ Learning Attitude and Organizational Performance. The International Journal of Business and Management. 6(10): 239-248.

DOI: 10.20431/2349-0381.0304013

Arm, M., Al-Natour, M., Al-Abdallat, B., & Alkhamra, H. (2016). Primary School Teachers’ Knowledge, Attitudes and Views on Barriers to Inclusion in Jordan. International Journal of Special Education. 31(1): 67-77.

DOI: 10.1177/0022487109348479

DOI: 10.11114/jets.v3i5.1037

DOI: 10.5958/2231-458X.2014.00470.9

Cherry, K. (2017). What is Sociocultural Theory? Available at https://www.verywellmind.com. Accessed on 18 October 2017.

Chimhenga, S. (2016). Attitudes of Teachers towards Students with Disabilities in Mainstream Classes: The Case of Teachers in Some Selected Secondary Schools in Zimbabwe. Asian Journal of Educational Research. 4(4): 36-41.

Coons, K.D., & Watson, S.L. (2013). Conducting Research with Individuals who have Intellectual Disabilities: Ethical and Practical Implication for Qualitative Research. Journal of Developmental Disabilities. 19(2): 15-35.

DOI: 10.4135/9781483340333

De Witt, M.W. (2009). The Young Child in Context: Perspectives from Educational Psychology and Sociopedagogics. Pretoria: Van Schaik Publishers.

DOI: 10.1080/09650792.2020.1743733

Department of Education, (2001). Education White Paper 6. Special Needs Education: Building an Inclusive Education and training System. Pretoria: Department of Education.

DOI: 10.1080/1034912032000120462

Epri, M.L. (2016). A Case Study on the Impact of Large Classes on Student Learning. DWU Research Journal. 1(24): 95-109.

Evans, R. (2013). Communication, Culture and the Multilingual Classroom. Pretoria: Van Schaik Publishers.

DOI: 10.1007/978-94-6209-083-5

DOI: 10.6007/IJARPED/v8-i4/6530

Felderman, C.B. (2010). Critical Literacy and Podcasting in a 2nd Grade Classroom. PhD Dissertation. Virginia Polytechnic Institute and State University.

DOI: 10.1080/13603110701365356

DOI: 10.1080/02619768.2016.1251900

Green, L.W., George, M.A., Daniel, M., Frankish, C.J., Herbert, C.J., Bowie, W.R., & O’Neil, M. (2003). Appendix C: Guidelines for participatory research in health promotion. In M. Minkler & N. Wallerstein (Eds.). Community-based Participatory Research for Health (pp. 419-428). San Francisco: Jossey-Bass.

DOI: 10.1007/978-981-287-532-7_48-1

Greer, R.D. (2002). Designing Teaching Strategies: An Applied Behaviour Analysis Systems Approach. London: Getty Images.

DOI: 10.5901/mjss.2014.v5n27p711

DOI: 10.4135/9781526421036

DOI: 10.5897/IJEAPS2019.0622

Jepketer, A., Komba, K., & Kyalo, D.N. (2015). Relationship between Teacher Capacity Building Strategy and Students’ Performance in Public Secondary Schools in Nandi County Kenya. International Journal of Humanities and Social Science Invention. 4(10): 37-50.

Johnstone, C.J., & Kgothule, R.J. (2018). Inclusive Education in Lesotho. In Engelbrecht, P. and Green, L. (Eds.). Responding to the Challenges of Inclusive Education in Southern Africa. Pretoria: Van Schaik.

Kingdom of Lesotho. (2011). Constitution of Lesotho. Act no 7 0f 2011. Maseru: Government Printer.

DOI: 10.1162/EDFP_a_00194

Lemmer, E. M., Meier, C. & Van Wyk, J.N. (2012). Multicultural Education: A Manual for the South African Teacher. Pretoria: Van Schaik Publishers.

DOI: 10.1177/2158244017697162

DOI: 10.15700/saje.v36n2a1201

Maree, K. (Ed.). (2007). First Steps in Research. Pretoria: Van Schaik.

Meier, C., & Marais, P. (Eds.). (2012). Education Management in Early Childhood Development. Pretoria: Van Schaik Publishers.

MoET. (2005). Education Sector Strategic Plan 2005-2015. Maseru. Government Printer.

MoET. (Kingdom of Lesotho, Ministry of Education and Training). (1995). A Manual for Head of Secondary and High Schools in Lesotho. Maseru. Government Printer.

Mosia, P.A. (2011). Education Support Services for Learners with SEN in Lesotho: International Practices and Local Realities. Journal of the Faculty of Social Sciences, Nul. 15(1): 70-78.

DOI: 10.1080/18146627.2014.934989

Mukurunge, T., Tlali, N., & Bhila, T. (2019). Free Education at Primary School Level, Benefits and Challenges: Case of Lesotho After 2010. International Journal of Creative and Innovative Research in All Studies (IJCIRAS). 2(1): 27-34.

DOI: 10.1108/JRIT-02-2019-0028

DOI: 10.17159/2520-9868/i71a04

DOI: 10.20525/ijrbs.v11i5.1842

Nzuza, Z. D. (2020). Representative Council for Learners’ Perspectives on School Financial Management. Journal of Education and Practice. 11(8): 103-107.

DOI: 10.1080/1359866X.2018.1437119

Parveen, A. & Qounsar, T. (2018). Inclusive Education and the Challenges. National Journal of Multidisciplinary Research and Development. 3(2): 64-68.

DOI: 10.5539/ijel.v8n4p232

DOI: 10.15700/201503070025

Rashid, M.A.H., & Zaman, S.U. (2018). Effects of Teacher’s Behaviour on Academic Performance of Students. https://www.researchgate.net/publication/325248514.

DOI: 10.1080/14649357.2018.1556501

DOI: 10.17159/2413-7138/2015/v3n1a8

DOI: 10.1080/13603116.2015.1081636

DOI: 10.22452/mojem.vol4no4.3

Sokal, L., & Sharma, U. (2018). Do I Really Need a Course to Learn to Teach Students with Disabilities? I’ve Been Doing it for Years. Canadian Journal of Education. 40(4): 739-760.

Sorensen, L. C., & Ladd, H.F. (2018). The Hidden Costs of Teacher Turnover. National Center for Analysis of Longitudinal Data in Education Research (CALDER) Working Paper No. 203-0918-1.

Turnbull, A., Turnbull, R., & Wehmeyer, M.L. (2007). Exceptional lives: Special Education in Today’s Schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

DOI: 10.1080/13603116.2018.1482012

DOI: 10.14221/ajte.2013v38n8.6

DOI: 10.1186/s12904-020-00625-x

DOI: 10.4172/2469-9837.1000212

DOI: 10.4102/ajod.v7i0.391