Decolonizing barriers for inclusive education of learners with visual impairments in rural mainstream schools
Year: 2025
Type: article
Abstract: Inclusive education for Learners with Visual Impairments (LVIs) in rural schools is a significant concern in Global South countries. This concern is compounded by the colonial legacies that have contributed to exclusionary educational practices, creating barriers that hinder full learning participation and accessibility for these learners. This paper explores the decolonization of barriers to enhance inclusive education of Learners with Visual Impairments (LVIs) in Lesotho rural schools. African Communalism theory was adopted for decolonizing barriers and exploring culturally responsive and inclusive strategies that foster rural community participation. A single case study research design was used and the study involved focus group discussions with two groups of six purposively expert sampling of learners with and without visual impairment, totalling 12 from two rural mainstream primary schools. Thematic data analysis was used to identify key themes and research findings. The findings indicated that rural schools face unique challenges for effective inclusive learning of LVIs due to isolation, infrastructural limitations and teachers' resistance underpinned by negative attitudes towards impairments. These findings highlight the need to shift from colonial exclusive practices to highly localized communities, emphasizing the importance of cultural sensitivity, community empowerment and engagement in enhancing inclusive learning. The study offers practical recommendations for decolonizing rural school barriers through locally tailored strategies, underscoring the significance of community‐driven approaches to disability awareness and inclusion. It advocates for a holistic, decolonial approach to transforming educational practices for quality education provision to LVIs in rural Lesotho schools.
Author: Mamochana Anacletta Ramatea
Institution: University of Zululand
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $2,900
OpenAlex ID: W4416576842