Investigating challenges of access to education for learners with visual impairment at primary schools in Lesotho

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.