Chapter 3: Inclusive Learning for Learners with Visual Impairment in Lesotho Rural Schools: Teachers’ Strategy

The practice of permitting every learner a chance to actively engage in effective teaching and learning, regardless of any form of impairment incorporates objectives of inclusive education. In Lesotho, the inclusive education policy emphasizes the importance of creating inclusive learning environments to sustain all learners’ educational needs. However, this remains a challenge in many schools, especially rural schools in Lesotho. This chapter reports on the study that aimed to gain insight into teachers’ understanding of a strategy to create an inclusive learning environment which responds to educational needs of learners with visual impairment (LVIs, hereafter). The study, conducted in a rural secondary school, employed a qualitative approach, and focus group discussions with 10 teachers. Through thematic analysis, guided by the agentic capability framework, participants shared their experiences in fostering inclusivity for LVIs. Despite Lesotho’s commitment to inclusive education, persistent barriers, including limited resources and inadequate teacher preparedness, hinder genuine inclusivity and equity. The findings underscore the significance of agency in overcoming these challenges. Collaborative efforts, drawing on individuals’ capabilities, are essential for designing and implementing tailored interventions to meet the educational needs of LVIs. The chapter contributes to the discourse on inclusive education, emphasizing the need for collective action to address barriers and promote a more equitable educational landscape for LVIs.