ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2506

Teaching learners with learning disabilities in inclusive classrooms in Lesotho: Challenges and opportunities

Nthama Matsie 1, Kananga Robert Mukuna2
  1. 1 Department of Educational Foundations, National University of Lesotho, Lesotho
  2. 2 Department of Education Foundations, University of the Free State, South Africa

Abstract

Drawing on lived experiences in Lesotho's primary schools, this paper discusses the challenges educators face in teaching learners with learning disabilities in inclusive classrooms. This study was undertaken using two Mafeteng district schools, namely Primary School and Primary School B. The study found that challenges in teaching learners with LD stem from deficiencies in policies and approaches at the national, school, and classroom levels. This study is a timely intervention intended to add knowledge on how learners with LD can be best supported without compromising the quality of education, demoralising either the teacher or the learner, and, more importantly, attaining what the education system is set to achieve. The most important finding was that teachers face complex challenges in managing inclusive classrooms; therefore, the Ministry of Education and Training should take appropriate action to remedy the prevailing school situation.

How to Cite

Matsie , N., & Mukuna, K. R. (2026). Teaching learners with learning disabilities in inclusive classrooms in Lesotho: Challenges and opportunities. International Journal of Studies in Inclusive Education, 3(1), 37–43. https://doi.org/10.38140/ijsie.v3i1.2506
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