Abstract:
Effective implementation of inclusive education continues to be a thorn in the flesh for school
managers and authorities in Lesotho. This paper’s aim is two-fold: First, it investigates the underlying causes and
recommends possible strategies to address the challenge faced by teachers when dealing with impaired learners.
Second, it attempts to tackle impediments to effective implementation of inclusive education in Lesotho. A semistructured
questionnaire was used to collect data from 368 randomly selected teachers from Maseru, Lithabaneng,
Berea and St. Bernadette. The findings revealed that inadequate infrastructure design, almost non-existent resources,
and ill-prepared and disempowered teachers are the fundamental causes of this situation. This study provides a
comprehensive status report and makes a substantive contribution to what policymakers and teacher tr aining
institutions are called upon to pay attention to.
