Abstract:
The aim of this study was to investigate challenges of access to education for learners with visual
impairment at primary schools in Lesotho. It is a qualitative case study underpinned by the
interpretivist paradigm. The study employed social model of disability as a lens to guide the
investigation. Fourteen participants: ten learners with visual impairment and four teachers in one
primary school were purposively selected. Data were collected through semi-structured interviews
and classroom observations. Data were analyzed through the use of interpretative
phenomenological analysis (IPA) and the results were presented in accordance to the themes
generated from direct quotes. The findings reveal that inclusive education for learners with visual
impairment is restricted by barriers including: inadequate teaching and learning material, teachers’
workload, inappropriate teaching methods and inadequately trained teachers for inclusive
education. The findings also showed that learners with visual impairment experienced bullying as
well as psychosocial challenges in inclusive schools. Based on the findings, the following
recommendations were made to improve the education of learners with visual impairment in
regular schools: appropriate teaching and learning materials should be available in all primary
schools, training workshops for teachers should be held regularly, more teachers should be
recruited and there should be inclusive schools at district level in the entire country.
