Collaboration: The Key for Creating Conditions Conducive to Academic Performance of Children with Physical Disabilities in Lesotho Schools
DOI:
https://doi.org/10.38140/ijspsy.v4i2.1363Keywords:
Academic performance, Children with physical disabilities, Primary schools, School-based support, School boardsAbstract
Creating a positive and conducive learning environment for learners, particularly for children with physical disabilities (CwPDs) and other vulnerable children, is a major call for collaborative school boards, and this is evident in the education policies and conceptual frameworks nationally and internationally. This study explores the collaborative school board members’ creation of conditions conducive to the academic performance of children with physical disabilities in primary schools in Lesotho. A qualitative approach and interpretive paradigm were adopted for this study through a case study design. Ten participants were selected purposively from two primary schools in the Maseru district, and semi-structured individual interviews for data collection. The findings further revealed that CwPDs become more engaged within a supportive learning environment when school boards respect and appreciate their responses. Findings also revealed the challenges in creating a conducive learning environment for CwPDs, such as overcrowded classrooms, lack of collaboration between teachers and school boards, lack of mobile clinics for everyday referral, and inappropriate resources for learners’ type of disability. This study recommended the Ministry of Education and Training provide ongoing professional development training for new school boards to employ collaborative leadership strategies and skills that increase student engagement and, ultimately, improve the academic achievement of CwPDs in primary schools
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