Collaborative school board roles in mitigating dropout among children with physical disabilities in Lesotho primary schools
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Date
2020-06
Authors
Monyane, Mohapi Augustinus
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The Lesotho Education Act (2010) acknowledges that, ensuring that a child who is physically or mentally handicapped is given special treatment, quality education and care required by his or her condition, cannot be the role and responsibility of regular teachers alone, but also a major responsibility ofschool boards. Notwithstanding the benefits accruing from decentralising power to school boards, Lesotho is faced with the challenge of children with physical disabilities (hereafter CwPDs) who drop out of primary schools before they acquire skills needed for survival. The aim of the study was to explore the collaborative roles of school boards in mitigating dropout among children with physical disabilities in Lesotho primary schools. The Bronfenbrenners’ eco-systemic theory and Telford’s collaborative leadership theory were used in the study. A case study design and interpretive approach were adopted in the study. In-depth individual interviews were conducted to obtain rich and accurate data from 10 participants from two purposively selected primary schools. Through thematic analysis of the interviews, three themes became apparent in the study. The main findings were that school boardsin this study relied overwhelmingly on helping CwPDs to develop intrapersonal skills such as self-esteem and confidence as embedded in their roles. They also worked collaboratively to provide care and spiritual support as an attempt to mitigate dropout rate of CwPDs. However, the poor infrastructures as well as unclear policies and programs, lack of in-service training and insufficient knowledge/skills to address the needs of CwPDs compromised their leadership and affect the academic performance of CwPDs. In spite of this, school boards are expected to use the effective strategies such as; early identification of academic progress, as well as improving nutrition with the aim of improving academic performance and mitigating dropout rate of CwPDs. It was recommended that the Department of Education should provide on-going and in-service training for school boards to acquire skills needed to mitigate dropout of CwPDs in the mainstream schools. Furthermore, there is even a greater need for the equal involvement of all school boards members to implement the clear school-based disability policies.
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Keywords
Collaboration, School boards, Children with physical disabilities, Mainstream schools, Dropout rate, Dissertation (M.Ed. (Psychology of Education))--University of the Free State, 2020