Threats to inclusive education in Lesotho: An overview of policy and implementation challenges

Abstract

This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.

Keywords:

• Integration
• inclusion
• policy
• resources
• Lesotho

Notes on contributor

Paseka Andrew Mosia has the following qualifications: Bachelor of Education at National University of Lesotho, B. Ed Honours, PDGE in Special Needs and M.Ed at the University of the Free State and Honours in Psychology at the University of South Africa. Mosia is a lecturer in Special Education teaching courses in inclusive education, child development, and policies on inclusion. His research interests include psychosocial and academic support for adolescent learners; services available for learners with disabilities as well as teachers' perception of, and policy developments on including learners with disabilities in mainstream schools.