Threats to inclusive education in Lesotho: An overview of policy and implementation challenges

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dc.contributor.authorMosia, P. A.
dc.date.accessioned2016-11-28T11:40:33Z
dc.date.available2016-11-28T11:40:33Z
dc.date.issued2014
dc.description.abstractThis study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.
dc.identifier.citationMosia, P.A. (2014). Threats to inclusive education in Lesotho: An overview of policy and implementation challenges, Africa Education Review, 11:3, 292-310, DOI:10.1080/18146627.2014.934989
dc.identifier.issn1814-6627
dc.identifier.otherY
dc.identifier.urihttp://dx.doi.org/10.1080/18146627.2014.934989
dc.identifier.urihttp://repository.tml.nul.ls/handle/20.500.14155/126
dc.language.isoEn
dc.publisherAfrica Education Review
dc.rightsCopyright researved by Informa UK Limited
dc.subjectEducation
dc.titleThreats to inclusive education in Lesotho: An overview of policy and implementation challengesen
dc.typeArticle
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