Abstract
Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.
Highlights
Inclusive education has caught the attention of educational systems around the globe and triggered interest among many educational researchers
The narratives of the participants showed that the presence of learners with visual impairment in the classroom might not influence the teacher’s normal instructional practices, including the teaching style and pace of a lesson
The findings show that even when opportunities to learn are made available to learners with visual impairment, they still have full control over the selection of opportunities that they consider helpful to them
Summary
Inclusive education has caught the attention of educational systems around the globe and triggered interest among many educational researchers. Erkilic and Durak (2012) argued that inclusive education practices require, among other things, “comprehensive institutional restructuring” as that can result in generating a conducive learning environment for learners. It should be taken into consideration that the realisation of inclusion might demand the development of a curriculum that could cater for learners’ diverse learning needs (Erkilic & Durak, 2012). It would necessitate the restructuring of pedagogical approaches (Ahmad, 2015). This concurs with the view held by Mariga et al (2014) that inclusive education necessitates change of “attitudes, behaviours, teaching methods, curricula and environment to meet the needs of all children” (p. 27)
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