PRINCIPIOS DE GESTIÓN DE LA CALIDAD

As far as the data collected through the informal discussion with the learners were concerned, these data were transcribed from the tape recorder and then analysed as text in order to extract the meaning constructed by the physically and/or mentally impaired learners. The data were analysed using TODA. These were later transcribed verbatim with the focus being more on content rather than on form. This helped to reflect the respondents‟ beliefs, relate them to the tape and then make notes of the sections that contained particularly useful information and key quotations. A return to these sections of the tape for further analysis was made with the focus being more on the content than on the form (Meulenberg- Buskens, 1997).

The tape analysis was used as a means of taking notes from playing back the tape from the informal discussion with the learners. The researcher listened to the tape and made notes of the sections that contained particularly useful information and returned to those sections of the tape for further analysis. When transcribing, the researcher of this study considered how the respondents‟ feelings and meanings were communicated on paper (Carr & Kemmis, 1986).

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The questionnaire used for data collection had both close-ended and open-ended questions. Some of the latter required that the participants should express their views on inclusive education in the classrooms.

4.6 RESPONSES FROM OPEN-ENDED QUESTIONS FROM TEACHERS

4.6.1 (Q7) Do you have wheelchair learners in your class?

4.6.2 (Q8) If yes, please explain challenges with which you are confronted when working with these learners.

Question 4.3.2 (Q8) is the follow up from Question 7 (Section B) to find out challenges confronting teachers when working with wheelchair learners in their classrooms. Respondents had to explain the challenges they are facing if they marked „YES‟ in Question 7 (Section B).

Most of the respondents explained that they experience problems when working with wheelchair learners. Respondents were of the opinion that wheelchair learners need extra support and a lot of attention. They further indicated that the difficulties they encounter are caused by the inadequate structure of their school environment because it is not designed for wheelchairs.

These data, gathered from respondents, confirm that the environment plays a key role in the teachers‟ experience when working with impaired learners. The findings prove that there is also sparse knowledge among teachers on how to include learners with physical and/or mental impairments in inclusive classrooms. It can also be deduced that some of the respondents have little experience in working with physically and/or mentally impaired learners. The following statements serve as a summary of the feelings of most of these teachers about their frustrations with facilities. One participant opened the discussion as follows:

“Working with wheelchair learners is difficult because classes are over-crowded and buildings have stairs, so working with them is not an easy task.”

Page 118 Similarly another teacher maintained that:

“It is very difficult to work with them unless one is given training. They need a lot of my time; for instance, I have to be there always to assist them.”

One participant also elaborated in this way:

“It is difficult to work with them especially when changing classes. Classrooms are not designed to accommodate or include them. Classes are over-crowded and buildings are not accessible to them, so movement is difficult.” Our classes are full, so there is no space and it is not easy for them to move freely around the class.”

Most of the participants seemed be dissatisfied about the way other learners behave towards these impaired learners.

Another participant expressed herself as follows:

“They isolate themselves because some learners tease them and they do not pay attention to the class work. It is not easy for them to participate in class activities.”

On the other hand, another participant had different ideas from the afore- mentioned participant, complaining about the behaviour of these disabled learners towards able learners. She put it in this manner:

“They beat others in class and sometimes refuse to write. They also want to be noticed, yet this makes them uncomfortable. Sometimes they are difficult to discipline due to behavioural problems. They turn out to be rebellious in class sometimes.”

Another participant concurred:

“We do not have equipment to provide for their needs in my class. It is difficult to work with wheelchair learners because the facilities are inadequate. They hardly participate in activities such as sport, drama and other related activities.”

Page 119 One participant put it this way:

“I spend most of my time focusing on them without attending to the other learners and this delays progress. “They also need too much of my time which is very tough for me to dedicate myself exclusively to them in an over-crowded class.”

From the responses given, it is evident that the lack of facilities to support learners who are mentally and/or physically impaired creates challenges for teachers. Teaching cannot be effective as long as there is inadequate or no equipment for the afore-mentioned learners. According to the White Paper 6 (2001:30-33), it is essential to accommodate the full range of learners‟ needs through the provision of the necessary infrastructure and also an on-going strategy of professional development of the teaching staff. Furthermore, an ideal situation would be one wherein the learning process and access to education are free of problems due to adequate resources for learners.

Teachers also complained of inadequate space and poor accessibility which are usually a result of overcrowded classes. According to Frederickson and Cline (2007:194), the interior of the classroom and the furniture should be arranged in such a way that there is free mobility of all learners. According to these authors, the teacher learner ratio should be such that there is no overcrowding in the classrooms.

4.6.3 (Q13) Do you have mentally impaired learners in your class?

4.6.4 (Q14) If yes, please explain challenges with which you are confronted when working with these learners.

Question 4.5.4: (Q14) was intended for the respondent to explain the challenges teachers face when working with these learners if he or she marked „YES‟ in Question 13 of Section C.

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Respondents indicated that it is not easy to cope with mentally impaired learners‟ disabilities and as a result, the care of them tends to be difficult. Respondents expressed their views that there are considerable problems which they experienced when working with physically and/or mentally impaired learners because of their exceptional characteristics. Respondents expressed their views as follows with regard to the personal challenges facing teachers:

One participant put in this way:

“They experience difficulty in understanding academic concepts; their attention span is very short and as a result, they disrupt our classes.”

One participant mentioned the difficulties she encounters when working with mentally impaired learners and commented:

“Owing to a lack of material, it is difficult to work with the mentally impaired learner. My work becomes difficult because they are slow to follow instructions. Sometimes, they give me a hard time because we work on targets and it seems as if I waste others’ time on them.”

Another participant concurred:

“Physically and/or mentally impaired learners need special attention because sometimes they turn to bullying others. Most of them do not achieve the expected skills because I am not trained to work with such learners.”

It is clear from the above findings that learners with mental difficulties experience problems in acquiring the basic skills. These difficulties are the results of many factors, such as an unsuitable environment which could be the result of a rigid teaching style and inaccessible curriculum-related materials. It is therefore crucial that the teachers receive the relevant training as it will equip them with the skills needed to be able to instil a sense of self-worth in the learner\ and thus improving the learners‟ academic abilities and restoring the learners‟ confidence.

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What is evident from the responses given by the teachers is their dissatisfaction about working with mentally impaired learners. The best way to change the attitude of the teachers is that they should undergo intensive specialised training which could be offered by both the Lesotho College of Education and the National University of Lesotho. By so doing, teachers would be equipped with the necessary skills on how to accommodate and include these learners in mainstream teaching. They would, for instance, know that they need to have frequent breaks during teaching, because these learners have a short concentration span and that instructions should be given slowly and repeated. Inclusive education advocates that teachers should always be patient because these learners tend to display characteristics which are not within the normal parameters of the average learner.

According to Evans (2007:560), due to the emotional and social needs of these learners, teachers should be flexible and creative in their teaching and also establish a support network for the learners. This can be achieved if the teachers are able to instil self-confidence in the learners which will enable the latter to have a better understanding of themselves, thus reducing instances of erratic behaviour. Once their self-esteem is boosted, learners can successfully deal with problems such as victimisation.

4.6.5 (Q15) Do you experience problems when working with mentally impaired learners?

4.6.6 (Q16). Please explain why you say so.

In Question 4.3.5: (Q16) the respondent had to explain why he/she said that he/she experienced problems when working with mentally impaired learners if he or she marked „Always‟ or „Sometimes‟ in Question 15, Section B.

There are a number of reasons which were given by respondents, including problems teachers experience when working with mentally impaired learners. The general feeling of the respondents was that disabled learners‟ problems were

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exacerbated by their natural retardation which inhibits them from acquiring concepts.

Respondents remarked as follows with regard to their personal challenges, when working with mentally impaired learners. One participant generalised in this manner:

“Since they have a short attention span, they rarely sit still in class and as a result,

they make learning and teaching difficult.”

Another participant in similar vein expressed her feeling like this:

“Mentally impaired learners deserve their own individual attention and it is challenging to work with them; they need a lot of patience. Sometimes they seem not to grasp anything at all. They need a great deal of attention which is difficult in mainstream schools. I do not know how to work with them since I am not trained in how to handle them.”

Another participant added that:

“They always cause disorder in the class; they interrupt others when teaching and learning is going on. They are restless; they move around the class shouting and disturbing the class.”

One participant indicated that mentally impaired learners experience problems with regard to their academic work by saying:

“Their pace of learning is very slow and they need a lot of motivation. They may understand the concept today; tomorrow they have forgotten it.”

Teachers should be able to empathise with mentally impaired learners. This would put the former in a better position to understand the difficulties to which the latter are subjected. They need to bear in mind that these learners may display disruptive and disturbing behaviour. Such behaviour could be a culmination of the

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frustrations the learners experience and therefore need additional support (Frederickson & Cline, 2009:411).

It is important when teaching such learners that teachers should always remember to give instructions at a slower and more accommodating pace. Apart from that, teachers need to align themselves with support agencies and to also establish systems of peer support in which learners help one another (Evans, 2007:75).

4.6.7 General comments from teachers with regard to inclusivity of learners