Research On The Impact Of School Experience On Learners With Visual Impairment Across Different Settings In Lesotho

This paper explores the effectiveness and perceptions of inclusion and satisfaction of students with visual impairment in different school settings in Lesotho.The researcher was encouraged and motivated by similar studies conducted in the United States of America,where the satisfaction of students with Visual Impairment was explored in both segregated and mainstreaming education settings.The present study aimed to contextualize and incorporate all educational settings for the visually impaired students in Lesotho.According to Lesotho Demographic surveys conducted in 2001,2011,and 2006 Lesotho population and Housing Census and Education Statistics 2012 out of(79794)of people who are found to have any form of disability in Lesotho,the percentage of learners with special needs enrolled in schools sums up to 34.2%(27 293)while 66%(52 501)are not receiving any form of learning.Thus,the researcher strived to include as many learners with V.I as possible who are in schools to participate in this study.The study used Abraham Maslow's(1943-1962)on the hierarchy of needs and self-actualization.Carl Rogers(1902-1987),humanistic psychologists on positive regard and self-worth,personality development,and self-actualization.Carl Roger agreed with the main assumptions of Abraham Maslow but added that for a person "to grow",they needed an environment that provides them with genuineness,(openness and self-disclosure),acceptance(being seen with unconditional positive regard),and empathy(being listened to and understood).With these relationships and healthy personalities,people will not develop as they should,much like a tree will not grow without sunlight and water.Rogers believed that everybody could achieve their goals,wishes,and desires in life.For a person to fulfill their potential several factors must be satisfied and educators all around the world especially special educators and stakeholders should try their best to create those environments for every learner in school,no matter the school setting.The researcher selected 40 participants from 8 regular schools(5 high schools,3 primary regular schools),3 special schools(primary schools),and 3 mainstream schools(2 primary schools and 1 high school).All participants were observed and semi-structured interviews were conducted.A pilot study was conducted,to assess the reliability and relevance of the instrument.For data analysis,the researcher examined patterns within the same setting and compared results across different school settings.The results of this study show that students from regular and specialized school settings expressed high satisfaction than those from mainstream schools.All participants especially students from regular schools expressed aspirations for the future but most students with V.I did not believe they would get satisfying grades to get accepted at varsity.It is strongly recommended that schools should work with external stakeholders to assist their children on issues of sufficient and quality resources for learners with V.I,issues pertaining to bullying,and low motivation amongst students with V.I.