Enhancing an enabling environment for learners with special educational needs in rural primary schools in Lesotho

Abstract

Following the introduction of free and compulsory primary education in Lesotho in 2000, schools have seen an influx of learners who are eager to acquire education. Some learners experienced learning difficulties which inhibited their ability to learn in mainstream classes. This limitation is as a result of lack of implementation and a plethora of issues concerning infrastructure, resource allocation, overcrowded classrooms, training of teachers, and stakeholders' attitudes. This study aims to explore how an enabling learning environment can be enhanced for learners with special educational needs (LSENs) at the rural primary schools in Lesotho. Its objectives were (1) to explore an understanding of an enabling environment for LSENs in rural primary schools in Lesotho; (2) to investigate and explain the importance of an enabling environment for LSENs in rural primary schools in Lesotho; (3) to explore the resources that can be used to enhance an enabling environment for LSENs in rural primary schools in Lesotho; (4) to determine the challenges faced by teachers when dealing with LSENs in rural primary schools in Lesotho; and (5) to determine how to overcome these challenges by teachers when teaching LSENs. The philosophy of Ubuntu was used as a theoretical framework. This study adopts a qualitative approach and interpretative paradigm. An exploratory case-study was used as a design in this study. Focus Group Discussion and semi-structured, one-on-one interviews were used as instruments for data collection. Participants were purposefully and conveniently selected from the rural primary schools in Lesotho. The sample size involved thirteen participants from two rural primary schools in Lesotho (N=13) [(School A: six teachers (n=6) and one principal (n=1) and School B: five teachers (n=5) and one principal (n=1) and two special education officials (n=2) from the Lesotho Ministry of Education and Training]. Four themes were developed through thematic analysis in the study. The findings revealed that an understanding and enabling learning environments for learners with special educational needs is a significant factor in enhancing the learning environment in rural primary schools in Lesotho. The results indicated that teachers faced many challenges in creating and enhancing an enabling environment for LSENs in rural primary schools in Lesotho. These include lack of infrastructure, lack of trained teachers, lack of resources, poor remuneration, and lack of coordination between all educational stakeholders. The implication of the results was discussed in this study to address the enhancement of an enabling environment for LSENs in rural primary schools in Lesotho.