Theses and Dissertations
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Browsing Theses and Dissertations by Author "Dr Mosia, Paseka A."
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Item Attitudes of teachers towards learner diversity and inclusive education at basic education level in Lesotho(National University of Lesotho, Faculty of Education, 2018-07) Khumalo, Motlalepula Alphonci; Dr Mosia, Paseka A.The 21 st century learners can present challenges to regular education school contexts as they come from diverse cultural, religious, and socioeconomic status backgrounds; have different abilities or disabilities, gender orientation, ethnicity etc. This study looks at teachers’ attitudes towards learner diversity and explores how teachers accommodate diverse learners in mainstream primary and secondary schools in Lesotho. Data for the study was collected using a qualitative approach utilising a case study design and was analysed through an interpretative phenomenological analysis (IPA). Thirty teachers participated in the study through focusgroup discussions and semi-structured interviews. Results reveal that teachers understood in theory what inclusive education is but had no idea how to implement it in their classrooms. Teachers explained the following as some of their barriers to accommodating learner diversity in schools: lack of in-service training, inadequate support from Ministry of Education and Training, the nature of learners’ disability for which they were not trained to support and there was lack of resources to enable such support, high learner-teacher ratios, and as well as unclear policy which mandate them to accommodate learner diversity. The study recommends that the MOET establish teachers’ need for training, develop an inclusive education policy which should describe how learners should be supported and what resources would be needed for the support.Item Educational Challenges Associated with Orphanhood and Vulnerability at Secondary Schools in Lesotho(National University of Lesotho, Faculty of Education, 2019-07) Moteuli, Maneo Patricia; Dr Mosia, Paseka A.The study explored the educational challenges associated with orphanhood and child vulnerability at secondary schools in Lesotho. Using a qualitative approach and case study design two schools were purposively selected in Berea district. Data was collected through interviews, focus group discussions and document analysis with principals and teachers from the two schools. The study examined the psychosocial challenges faced by OVC in schools through teachers’ views on mechanisms put in place by schools to support OVC, their views on their training and perceptions on how OVC must be supported to progress. The findings reveal that OVC are faced with various challenges in their learning. Though there are no specific policies on how learners must be supported, schools have some methods of supporting OVC which may not be sufficient because teachers have not been trained to support OVC.Orphaned and vulnerable children form the core of special educational needs alongside disability in Lesotho and as participants indicated, they need to be supported emotionally, spiritually and psychosocially so as to boost their morale and enhance their learning.Item Investigating challenges of access to education for learners with visual impairment at primary schools in Lesotho(National University of Lesotho, Faculty of Education, 2020-07) Phethoka, Lebohang Emely; Dr Mosia, Paseka A.The aim of this study was to investigate challenges of access to education for learners with visual impairment at primary schools in Lesotho. It is a qualitative case study underpinned by the interpretivist paradigm. The study employed social model of disability as a lens to guide the investigation. Fourteen participants: ten learners with visual impairment and four teachers in one primary school were purposively selected. Data were collected through semi-structured interviews and classroom observations. Data were analyzed through the use of interpretative phenomenological analysis (IPA) and the results were presented in accordance to the themes generated from direct quotes. The findings reveal that inclusive education for learners with visual impairment is restricted by barriers including: inadequate teaching and learning material, teachers’ workload, inappropriate teaching methods and inadequately trained teachers for inclusive education. The findings also showed that learners with visual impairment experienced bullying as well as psychosocial challenges in inclusive schools. Based on the findings, the following recommendations were made to improve the education of learners with visual impairment in regular schools: appropriate teaching and learning materials should be available in all primary schools, training workshops for teachers should be held regularly, more teachers should be recruited and there should be inclusive schools at district level in the entire country.