Teachers’ experiences on teaching learners with visual impairment in Lesotho inclusive classrooms
| dc.contributor.advisor | Kgothule, Rantsie | en_ZA |
| dc.contributor.author | Maseli, Maliteboho | en_ZA |
| dc.date.accessioned | 2025-01-08T12:49:18Z | |
| dc.date.available | 2025-01-08T12:49:18Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Dissertation (M.Ed.(Psychology of Education))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | The study explores teachers' experiences of teaching learners with visual impairment in Lesotho-inclusive classrooms. Despite all the efforts done by the Ministry of Education and Training in Lesotho to include learners with visual impairment, teachers seemed to experience challenges in teaching these learners. Although teachers are seen as the primary implementers of inclusive education, it is presumed that teachers' self-efficacy is critical in accepting inclusive education. Albert Bandura’s Self-Efficacy Theory (1977) was used as the framework to understand the objectives of the study. The qualitative research approach was used to determine teachers' experience who educate learners with visual impairment. A phenomenological research design was employed. Purposive sampling was used to select the participants with the intention that the people who will be interviewed will have experience teaching learners with visual impairment. Four teachers who teach learners with visual impairment were interviewed from two high schools in Maseru Lesotho, two from each school. Content analysis was used to analyse data. The findings revealed a lack of braille textbooks and other assistive devices like voice recorders and Perkins Braillers that assist learners with visual impairment in learning effectively in the classroom. The study also showed that visual-impaired learners require extra time to understand the content. The study recommends that learners with visual impairment be provided with assistive devices because their learning becomes difficult without them, and the environment should accommodate learners with visual impairment. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12920 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Inclusive classroom | en_ZA |
| dc.subject | Learners | en_ZA |
| dc.title | Teachers’ experiences on teaching learners with visual impairment in Lesotho inclusive classrooms | en_ZA |
| dc.type | Dissertation |