Multisectoral practices supporting deaf learners’ academic performance at an inclusive school in Lesotho


  • Ntloyalefu Palime
  • Kananga Robert Mukuna University of the Free State, South Africa



Academic performance, Deaf learners, Inclusive school, Multisectoral strategies, support


This study explores the relative importance of multisectoral practices from an inclusive school in Lesotho. This study adopted a qualitative approach through a transformative paradigm and participatory design. Thirty-four participants were purposively selected: teachers, sign language interpreters, hearing learners, deaf learners, and heads of departments at an inclusive school in the Leribe district, Lesotho. It employed focus group discussions and collages as instruments for data generation. The findings indicated that multisectoral practices such as the Ministry of Education, non-governmental organisations, neighbouring schools, health centres, and higher education institutions could be the external sources to enhance the academic performance of DLs. This study recommends separate stakeholders work together and accomplish a joint mission through communication.


Arifin, S. R. M. (2018). Ethical Consideration in Qualitative Study. International Journal of care Scholars, 1(2), 30-33.

Australian Catholic Bishop Conference (2021). Centre for Evangelisation/Website/ Privacy. Retrived from

Australian Disability Clearinghouse on Education and Training (ADCET) (2020). Supporting Deaf and Hard of Hearing Student. Retrived from

Balisi, S., Moses, B., Madisa, M., & Malosiwa P. P. (2019). A Multi-Sectorial Approach in Education for Equity, Social Inclusion and Empowerment in Botswana. Botswana Open University

Bertram, C., & Christiansen, I. (2014). Understanding research. An introduction to reading research. Pretoria: Van Schaik Publishers.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Chilton, G., & Victoria Scotti, V. (2014). Snipping, Gluing, and Writing: The Properties of Collage as an Arts-Based Research Practice in Art Therapy, Art Therapy: Journal of the American Art Therapy Association, 31(4), 163-171.

Chininthorn, P., Glaser, M., Tucker, W. D., & Diehl, J. C. (2016). Exploration of deaf people’s health information sources and techniques for information delivery in cape town: a qualitative study for the design and development of a mobile health app. JMIR human factors, 3(2), e6653.

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education: Interactive Companion (7th ed.). London: Routledge.

Convention on the Rights of Persons with Disability (2006). Sustainable Development Goal SGBs and Disability. Department of Economic and Social Affairs.

Corpuz, J. C. G. (2021). Multisectoral approach on COVID-19 vaccination: a proposed solution on vaccine hesitancy. Journal of Public Health, 43(2), e370-e371.

Crossman, K. A., & Hardesty, J. L. (2018). Placing coercive control at the center: What are the processes of coercive control, and what makes control coercive? Psychology of Violence, 8(2), 196-206.

Culshaw, S. (2019). The unspoken power of collage? Using an innovative arts-based research method to explore the experience of struggling as a teacher. London Review of Education, 17(3), 268–283.

Eeuwijk, P. V. , & Angehrn, Z. (2017). How to Conduct a Focus Group Discussion (FGD). Swiss Tropical and Public Health Institute Schweizerisches Tropen-und Public Health –Institute Tropical et de Sante’Publique Suisse. Swiss TPH-Fact Sheet Society, Culture and Health 1. Retreived from

Eloff, I., & Swart, E. (2018). Understanding Educational Psychology. Cape Town: Juta.

Gerstenblatt, P. (2013). Collage portraits as a method of analysis in qualitative research. International Journal of Qualitative Methods, 12(1), 294-309.

Hall, J., Gaved, M., & Sargent, J. (2021). Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review. International Journal of Qualitative Methods, 20, 1-15.

Hanawalt, C. (2019). At the threshold of experience: Encountering new art teachers through research as collage. Visual Arts Research, 45(2), 8-28.

Harling, K. (2012). An overview of case study. abstract_id=2141476 .

Health Policy Project (2014). Capacity Development Resources Guide: Multisectoral Coordination. Washington, DC: Futures Group, Health Policy Project.

Jachova, Z., Kova?evi?, J., Ristovska, L., & Radovanovi?, V. (2023). Deaf and Hard of Hearing Students in Inclusive Education Classrooms. Conference Proceedings, 532-546. Retreived from

Kelly, J. F., McKinney, E. L., & Swift, O. (2020). Strengthening teacher education to support deaf learners. International Journal of Inclusive Education, 26(13), 1289-1307.

Kivunja, C., & Kuyini. A. B. (2017). Understanding and Applying Research Paradigm in Education. International Journal of High Education, 6(5), 26-41.

Lee, J., & Mathews, M. (2017). Mobilising Diverse Community Assets to Meet Social Needs. Singapore: Institute of Policy Studies.

Leigh, G., & Marschark, M. (2016). Recognizing diversity in deaf education: From Paris to Athens with a diversion to Milan. In M. A. Skordilis (eds.), Diversity in deaf education (pp. 1-20). New York, NY: Oxford University Press.

Lesotho Inclusive Education Policy (2018). Ministry of Education and training. Morija Printing works (Pty). Retreived from

Maciver, D., Hunter, C., Adamson, A., Grayson, Z., Forsyth, K., & McLeod, I. (2018). Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study. Disability and Rehabilitation, 40(14), 1708-1717

Matjila, T., & van der Merwe, P. (2021). Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University.

Mays, N., & Pope, C. (2020). Quality in qualitative research. Qualitative Research in Health Care, 211-233.

McKnight, J. L., & Russell, C. (2018). The four essential elements of an asset-based community development process. What Is Distinctive about Asset-Based Community Process. Chicago, USA: Abcd Institute.

McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th ed.). Upper Saddle River, NJ: Pearson Higher Education.

Mertens, D. M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3), 212-225.

Muijeen, K., Kongvattananon, P., & Somprasert, C. (2020). The Key Success Factors in Focus Group Discussion with the Elderly for Novice Researchers. A review. Journal of Health Research, 34(4), 359-371.

Mukuna, R. K., & Maizere, J. (2022). Exploring the Experiences of d/Deaf and Hard of Hearing Children in a Mainstream School in Zimbabwe. American Annals of the Deaf, 166(5), 601-620. Retrieved from

Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20-32.

Omodoh, B. I. (2020). The Trajectory of Transformative Research as an Inclusive Qualitative Research Approach to Social Issues. Article in Multicultural Education, 6(3), 34-42.

Salunke, S., & Lal, D. K. (2017). Multisectoral approach for promoting public health. Indian Journal of Public Health, 61(3), 163-168.

United Nation Children Fund. (UNICEF) (2021). Global Multisectoral Operation framework for Mental Health and Psychosocial Support of Children and Families Across Settings. Field Demonstration Versions. UNICEF.

Van der Velden, M., & Mörtberg, C. (2015). Participatory design and design for values. In J. van den Hoven, P. Vermaas, & I. van de Poel (Eds). Handbook of ethics, values, and technological design: Sources, theory, values and application domains (pp. 41-66). Dordrecht: Springer.

Willis, C. D., Greene, J. K., Abramowitz, A., & Reley, B. L. (2016). Strengthening the Evidence and action on Multisectoral Partnership in Public Health: An Action Research Initiative. Health Promotion and Chronic Disease Prevention in Canada, 36(6), 101-111.

World Health Organization (WHO). (2018). Multisectoral and Intersectoral Action for Improved Health and Well-being for all: Mapping of the WHO European Region. UN.

Ziyani, I. S., King, L. J., & Ehlers, V. (2004). Using triangulation of research methods to investigate family planning practice in Swaziland. Africa Journal of Nursing and Midwifery, 6(1), 12-17.



How to Cite

Palime , N., & Mukuna, K. R. (2024). Multisectoral practices supporting deaf learners’ academic performance at an inclusive school in Lesotho. International Journal of Studies in Psychology, 4(1), 9-14.

Most read articles by the same author(s)