Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

In this article I consider the views of teachers and their experiences relating to their teaching of heterogeneous learners (including some who are visually impaired) in a secondary mainstream school in Lesotho. Data was collected using focus group discussions. Two groups were formed, one consisting of four regular/mainstream teachers and the other of four support teachers. Data was analysed thematically, and the results showed that, generally, teachers preferred mainstream schooling for children with visual impairment, although resource challenges prompted them to think about special schools as alternatives in extremely under-resourced schools. The Basotho culture of communalism seemed to have played a big role in teachers' obligations to take care of all children without discrimination. Furthermore, the educational success of learners with visual impairment appeared to be a motivation for the teachers. However, they reported some challenges such as the shortage of equipment and support staff, an examination-orientated curriculum, and a hostile infrastructure. It is recommended that these be addressed by the concerned parties in order to improve inclusive education for the benefit of teachers and learners (with and without visual impairment) in the school concerned.