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Challenges of Inclusive Education: Lesotho Case Study

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dc.contributor.author Mateusi, C. M.
dc.contributor.author Khoaeane, J. T.
dc.contributor.author Naong, M. N.
dc.date.accessioned 2018-11-27T12:13:44Z
dc.date.available 2018-11-27T12:13:44Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/11462/1788
dc.description Published Article en_US
dc.description.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. en_US
dc.format.extent 81 838 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume 6;Issue 2
dc.subject Inclusive Education en_US
dc.subject Impaired Learners en_US
dc.subject Impediments to Implementation en_US
dc.subject Lesotho Primary Schools en_US
dc.subject Teachers en_US
dc.title Challenges of Inclusive Education: Lesotho Case Study en_US
dc.type Article en_US

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