Who is Disabled? Who is Not? Teachers Perceptions of Disability in Lesotho

Main Article Content

Christopher J. Johnstone


disability, Africa, special education


This paper reports on educational research conducted in Lesotho, Southern Africa.  Mixed methods of research were used to elicit and describe teachers’ attitudes toward children they perceived as disabled.  The study took place in a country where discussions on ‘the continuum’ of services, specialist diagnoses, and Western notions of assistive technology are largely irrelevant. Over-arching themes are compared to themes that have emerged from special education and Disability Studies literature over the past decade.

Abstract 500 | PDF Downloads 162 Word Downloads 114 Text Downloads 164


Biklen, D. (1992). Schooling without labels. New York: Teachers College Press.

Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education. An introduction to theory and methods. Boston: Allyn and Bacon.

Brantlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and practice in special education. Review of Educational Research, 67(4), 425-459.

Csapo, M. (1987). Basic, practical, cost-effective special needs education in Lesotho. Washington, DC: Academy for Educational Development.

Danforth, S. (1997). On what basis hope? Modern progress and postmodern possibilities. Mental Retardation, 35(2), 93-106.

Davis, L. (1998). Who put the The in the novel? Identity politics and disability studies in novel studies. Novel (Summer), 317-334.

Ferguson, P.M., Ferguson, D.L., & Taylor, S.J. (1992). Interpreting disability: A qualitative reader. New York: Teachers College Press.

Foucault, M. (1965). Madness & civilization: A history of insanity in the age of reason. New York: Random House.

Ingstad, B. (1995). Mpho ya Modimo – A gift from God: Perspectives on “attitudes” toward disabled persons. In B. Ingstad & S.R. Whyte (Eds.), Disability and culture (pp. 267-292). Berkeley: University of California Press.

Ingstad, B. (2001). Disability in the developing world. In G.L. Albrecht, K.D. Seelman, & M. Bury (Eds.), Handbook of disability studies (pp. 772-792). Thousand Oaks, CA: Sage

Ingstad, B., & Whyte, S.R. (Eds.). (1995). Disability and culture. Berkeley: University of California Press.

Jordan, A., & Stanovich, P. (2001). Patterns of teacher-student interaction in inclusive elementary classrooms and correlations with student self-concept. International Journal of Disability, Development, and Education, 48(1), 43-52.

Linton, S. (1998). Claiming disability. New York: New York University Press.

Mariga, L., & Phachaka, L. (1993). Report of a feasibility study. Maseru: Lesotho Ministry of

Miles, M., & Miles, C. (1993). Education and disability in cross-cultural perspective: Pakistan. In S. Peters (Ed.), Education and disability in cross-cultural perspective (pp. 167-236). New
York: Garland.

Miles, S. (1999). Creating conversations. The evolution of the Enabling Education Network. In E. Stone (Ed.), Disability and development: Learning from action and research in the majority world (pp. 74-88). London: Disability Press.

Lesotho Ministry of Education Special Education Unit (1994). Report on a training at Mophato oa Morija. Maseru: Lesotho Ministry of Education.

Peters, S. (Ed.). (1993). Education and disability in cross-cultural perspective. New York: Garland.

Peters, S., & Chimedza, R. (2000). Conscientization and the cultural politics of education: A radical minority perspective? Comparative Education Review, 44 (3), 245-271.

Peters, S., & Lubeski, N. (2002). Education for All? Inclusive education and the rights of disabled children. Paper presented at the Society for Disability Studies Annual Meeting, June 5-9, 2002, Oakland, CA.

Shapiro, J. (1993). No pity. New York: Times Books, Random House.

Skrtic, T.M. (1995). Special education and student disability as organizational pathologies: Toward a metatheory of school organization and change. In T.M. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for postmodernity (pp. 233-274). New
York: Teachers College Press.

Stainback, W. & Stainback, S. (1990). Support networks for inclusive schooling: Interdependent integrated education. Baltimore: Brookes.

Thompson, S., Johnstone, C. & Thurlow, M. (2002). Universal design of large-scale assessments. Synthesis Report #44. Minneapolis: National Center on Educational Outcomes.

United Nations Education, Science, and Cultural Organization (UNESCO) (2002). Education statistics. Paris: Author.

Ware, L. (2001). Writing, identity and the other. Dare we do disability studies? Journal of Teacher Education, 52(2), 107-123.

Ware, L., Solis, S., Echeverria, E., & Stoltz, S. (2004). Integrating disability studies into the humanities. Presented at the American Educational Research Association Annual Meeting, April 12-16, 2004, San Diego, CA.

Wolcott, H.F. (2001). Ethnography: A way of seeing. New York: Walnut Creek.

World Bank (2001). Lesotho data profile. Retrieved March, 2002 from http://www.devdata.worldbank.org/external/CPProfile.asp?CCODE=LSO&PTYPE=CP

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.