Teachers’ Lived Experiences and Literacy Teaching for Learners with Disabilities in a Lesotho Special School Context

Abstract

Teachers’ inclusive approach to literacy pedagogy involves engaging learners in multiple strategies. This requires classroom practices that incorporate curriculum activities where all students are able to participate in complex and engaging literacy practices. The paper explores teachers’ lived experiences of teaching literacy to learners with disabilities. The study used a qualitative research design and is framed theoretically by Inclusive Pedagogy framework. Seven classroom teachers were purposively selected, and data collection was done through observation and interviews. For observations, classroom activities focused on different literacy skills such as phonology, phonics, word formation and comprehension. Teachers’ lived experiences documenting their inclusive pedagogic practices were gathered through the semi-structured interview, an activity that followed after the observations. The results revealed that teachers use a variety of strategies to teach literacy. These include use of repetitive instruction and routine, phonics, texts, pictures, videos and storytelling for effective teaching and learning. Also, they incorporate digital devices such as tablets and interactive smart boards to support learners with disabilities by providing the visual impact of what is being taught and learnt. However, there are challenges emanating from parents’ minimal educational support, teachers’ inadequate skills to effectively teach basic literacy skills and lack of technological devices that support literacy. The study concludes and recommends therefore that, using digital technology in inclusive classrooms is essential for acquisition of language and improves the learning experience of learners with disabilities.