Teachers’ Inclusive Pedagogic Practices in Teaching Learners with Autism in a Special School in Lesotho
Year: 2026
Type: article
Abstract: Teachers have a huge impact on learners’ academic performance and overall schooling experiences, making them one of the most important factors influencing school quality. They are expected to establish clear objectives and support learners in the classroom by implementing inclusive practices, be enthusiastic and sincere. In Lesotho, challenges persist in educating learners with severe intellectual disability, despite the transition towards an inclusive education system that promotes inclusion. This study investigates teachers’ inclusive pedagogic practices in teaching non-speaking learners in a special school in Lesotho. This is a case study of one special school in Lesotho, and the participants were selected using convenient sampling. This qualitative study is framed by Florian’s inclusive pedagogy, which draws on teachers’ craft knowledge, dealing away with the bell-curve thinking on ability and optimism for the future. The findings of the study point to teachers’ use of different pedagogies such as visuals, incorporation of technology and the use of augmentative and alternative communication. The study further revealed challenges such as lack of parental support and lack of support from both the school and the ministry of education in realising the enactment of inclusive education in the school. The study concludes that teachers’ voices are an integral part in strengthening education policies and teacher education programs, thus, equipping them with the ability to make a difference. The study advocates proper training of teachers to equip them with necessary skills to teach non-speaking learners.
DOI: 10.36615/qtv06262
Institutions: University of the Witwatersrand, University of the Free State
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7214708756