Abstract:
Numerous studies show that learners with impairments are generally disadvantaged in their relationships
with fellow learners – and some teachers – in mainstream classrooms. In Lesotho, this situation seems, arguably, to
be getting worse. For this reason, the researchers chose to explore some of the difficulties that these learners have
to deal with, with the aim of suggesting possible intervention measures that teachers could apply to ensure the
meaningful inclusion of the learners concerned. An observation and in-depth documentary search was the basis of
the data used in the compilation of the structured questionnaire – which was used to collect data from 25
conveniently sampled, impaired learners in two districts of Lesotho: Maseru and Berea. Findings show that
inconsiderate and negative attitudes from fellow learners and some teachers – as well as inappropriate infrastructure
– are the two dominant issues that impact negatively on impaired learners. The reconfiguration of classrooms and
new teacher training approaches require not only a policy overhaul, but also a change of attitude and deliberate
parental involvement, in order to remedy this situation.
