View in EDS

Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools

Saved in:
Bibliographic Details
Title: Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools
Language: English
Authors: Mamochana Anacletta Ramatea (ORCID 0000-0002-6424-2143)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1499328
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mamochana+Anacletta+Ramatea%22">Mamochana Anacletta Ramatea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6424-2143">0000-0002-6424-2143</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2026 53(1):18-28.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Lesotho%22">Lesotho</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-8578.70064
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0952-3383<br />1467-8578
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1499328
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499328
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-8578.70064
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 18
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Developing Nations
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Community Involvement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Lesotho
        Type: general
    Titles:
      – TitleFull: Decolonizing Barriers for Inclusive Education of Learners with Visual Impairments in Rural Mainstream Schools
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mamochana Anacletta Ramatea
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0952-3383
            – Type: issn-electronic
              Value: 1467-8578
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: British Journal of Special Education
              Type: main
ResultId 1