Teacher training for inclusive education in Lesotho: assessing factors that influence teacher attitudes towards supporting LSEN in mainstream schools

Abstract

This paper explores the centrality of teacher training for inclusive education. It evaluates the extent of teacher development in Lesotho and how training influences teachers’ attitudes towards inclusive education. A descriptive research using purposive sampling and structured questionnaire was adopted to explore teachers’ views on inclusive education. Mann–Whitney U test and Kruskal–Wallis tests were used to assess differences in teachers’ attitudes towards inclusion. All tests were performed at a 5% significance level for results. A post-hoc Dunn’s pairwise comparisons test was performed with p < 0.001, adjusted using Bonferroni correction to test which group differed significantly. The study found that education level, H (5, n = 266) = 11.465, p = 0.043 and length of teaching experience, H (4, n = 266) = 12.21, p = 0.016 influence teachers’ attitudes towards inclusion, but were indifferent towards learners with severe disabilities being taught in separate settings nor did they believe that their gender or type of training received influence this decision (p > 0.001). The study also found that teachers believe that education level, H (5, n = 266) = 18.178, p = 0.03; length of teaching experience, H (4, n = 266) = 11.752, p = 0.019 and type of training, H (4, n = 266) = 57.168, p < 0.001 improve their knowledge and skills to teach LSEN and improves attitudes about their inclusion in mainstream classes, as well as being comfortable working with LSEN, H (4, n = 266) = 13.556, p = 0.009. They, however, do not believe these improve their effectiveness in teaching them (p > 0.01). The study concludes that inadequate teacher training effects their attitude towards inclusion of LSEN. Thus, Lesotho must invest on teachers’ professional development for inclusion.