Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools
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| Title: | Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools |
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| Language: | English |
| Authors: | Mamochana Anacletta Ramatea (ORCID |
| Source: | British Journal of Special Education. 2026 53(1):18-28. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Inclusion, Students with Disabilities, Visual Impairments, Rural Schools, Developing Nations, Attitudes toward Disabilities, Barriers, Decolonization, Cultural Awareness, Community Involvement, Foreign Countries, Elementary School Students, Elementary School Teachers, Negative Attitudes |
| Geographic Terms: | Lesotho |
| DOI: | 10.1111/1467-8578.70064 |
| ISSN: | 0952-3383 1467-8578 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499328 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.70064 |
