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Teaching learners with learning disabilities in inclusive classrooms: Challenges and possible solutions

Author

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  • Seliane Masana

    (University of the Free State)

  • Rantsie Kgothule

    (University of the Free State)

Abstract

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling. Key Words: Inclusive classrooms, challenges, learning disability.

Suggested Citation

  • Seliane Masana & Rantsie Kgothule, 2022. "Teaching learners with learning disabilities in inclusive classrooms: Challenges and possible solutions," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(8), pages 367-375, November.
    • Handle: RePEc:rbs:ijbrss:v:11:y:2022:i:8:p:367-375
    DOI: 10.20525/ijrbs.v11i8.2012
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    References listed on IDEAS

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    1. Emad Ahmad & Medhat Alsafadi & Ahmad Mashal & Walid Saleh & Hiba Assaf, 2021. "The impact of human resources (HR) activities on competitive advantage in private schools in Jordan," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 10(4), pages 139-149, June.
    2. Katrina Raynor, 2019. "Participatory Action Research and Early Career Researchers: The Structural Barriers to Engagement and Why We Should Do It Anyway," Planning Theory & Practice, Taylor & Francis Journals, vol. 20(1), pages 130-136, January.
    3. Dikeledi Mahlo, 2017. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa," SAGE Open, , vol. 7(1), pages 21582440176, March.
    Full references (including those not matched with items on IDEAS)

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