Abstract:
This study explores the extent to which inclusive education is appropriately and adequately implemented
in Lesotho schools. The study, which was conducted among 256 randomly selected teachers in the two districts of
Lesotho, namely Lithabaneng and St. Bernadette, reveals a depressing picture. A semi-structured questionnaire with
multiple Likert rating scales was used to collect data from the respondents. Teachers still find it difficult to deal
with learners with various learning disabilities, while schools’ lack of suitable infrastructure compounds the problem
for teachers. The findings show that 63 percent of the teachers bemoan a lack of proper training in order to deal
with these learners with disabilities; no support material; and no sympathy from parents and authorities. This
situation does not only impact negatively on the morale of these teachers, but also defeats the intentions of
ensuring that inclusive education is executed in a manner consistent with government policies.
