Abstract:

In Lesotho, there is a heartfelt dedication to make education accessible for everyone. This initiative is highlighted in the national and international policies. However, the journey of integrating visually impaired learners into regular classrooms often falls short of these noble aspirations. This study critically examines teachers' perspectives on informing the development of a framework for collaborative support that addresses teachers' needs and pedagogical gaps, thereby enhancing the effective inclusion of visually impaired learners in mainstream schools. The study drew on asset-based theory and the researcher purposively selected 21 participants (n = 21), comprising seven teachers of visually impaired learners, seven learners with visual impairments, and seven parents of visually impaired learners. The study employed visual participatory approach that incorporated collage creation, "lesokoana" activity, and focus group discussions as methods of data generation. These methods provided a platform for constructing knowledge about existing school-support structures and/or resources or assets, which are at teachers’ disposal to support visually impaired learners. While on the other hand, exploring challenges for supporting these learners in a mainstream school setting. The participants identified insufficient training on assistive technologies prior to and during employment as one of the primary issues in successfully accommodating visually impaired learners in their classrooms. Teachers reported feeling professionally isolated, underprepared to differentiate instruction, and uncertain about how to leverage existing resources, both within and beyond the school environment to support visually impaired learners. This study was grounded in critical paradigm and employed qualitative research approach. The thematic analysis results indicated teachers’ understanding of joined support in teaching visually impaired learners. The results highlighted the challenges in establishing collaborative support, including, fragmented roles of different stakeholders, gaps in communication and informational background of visually impaired learners from the schools they were enrolled in as well as absence of institutionalised support structures which necessitate teachers’ reliance on peer support and community goodwill or other alternative support. While that is the case, the findings of this study also embraced parental involvement, committed school leadership in implementing inclusive education policy as well as the significance of teacher self-reflection, evaluation of teaching and peer mentoring in supporting teachers of the visually impaired learners. By foregrounding teachers' lived experiences and critical reflections, the current study advances beyond descriptive accounts to propose a participatory framework for developing, implementing, and sustaining collaborative support in mainstream classrooms in Lesotho. The findings of this study concluded with practical recommendations for developing effective collaborative support framework by mapping and mobilising existing resources or assets, formalising support structures and engaging teachers in continuous professional development programmes. As a result, the joined efforts in supporting teachers will transform isolated efforts into coherent, scalable framework that empowers them and enriches learning outcomes for visually impaired learners in Lesotho mainstream schools.

Keywords:

Collaborative support framework, asset-based approach, teachers, asset-based map, visually-impaired learners, mainstream schools, inclusive education, Lesotho.