本文探討了萊索托不同學(xué)校環(huán)境中對(duì)視覺障礙學(xué)生的包容性和滿意度的有效性和看法。在美利堅(jiān)合眾國(guó)進(jìn)行的類似研究中,研究人員受到鼓舞和激勵(lì),在隔離教育和主流教育環(huán)境中,都探索了視覺障礙學(xué)生的滿意度。本研究旨在將萊索托視障學(xué)生的所有教育環(huán)境與背景結(jié)合起來。根據(jù)萊索托在2001年,2011年和2006年進(jìn)行的萊索托人口統(tǒng)計(jì)調(diào)查,萊索托發(fā)現(xiàn)（79 794）患有任何形式的殘疾人,其中萊索托人口,住房普查和教育統(tǒng)計(jì)（2012）是有特殊需要的學(xué)習(xí)者的百分比在學(xué)校中,總計(jì)34.2%（27 293）的學(xué)生中有66%（52 501）的學(xué)生沒有得到任何形式的學(xué)習(xí)。因此,研究人員努力讓盡可能多的V.I學(xué)習(xí)者參加學(xué)校學(xué)習(xí)。該研究使用亞伯拉罕·馬斯洛（Abraham Maslow）（1943-1962）的需求和自我實(shí)現(xiàn)層次結(jié)構(gòu)�？枴ち_杰斯（Carl Rogers,1902-1987年）,關(guān)于積極關(guān)心和自我價(jià)值,人格發(fā)展和自我實(shí)現(xiàn)的人文心理學(xué)家�？枴ち_杰（Karl Roger）同意亞伯拉罕·馬斯洛（Abraham Maslow）的主要假設(shè),但補(bǔ)充說,對(duì)于一個(gè)“成長(zhǎng)”的人來說,他們需要一個(gè)能夠?yàn)樗麄兲峁┱嬲\(chéng),（開放和自... 

【文章頁數(shù)】：141 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Chinese Abstract
Abstract
Abbreviations and Acronyms
1. Introduction
    1.1 Background
        1.1.1 Inclusive Education in Lesotho
        1.1.2 The Number of People with Disabilities
    1.2 Problem Statement
    1.3 Aim of the Study
        1.3.1 Objectives
        1.3.2 Research Questions
        1.3.3 Hypothesis
    1.4 Significance of the Study
    1.5 The purpose of the study
    1.6 Methodological Summary (See chapter 3)
    1.7 Elucidation of Terms
2. Literature Review
    2.1 Theoretical Framework
    2.2 Visual Impairment
        2.2.1 Characteristics of Persons with Visually Impairment
        2.2.2 The Effect of Vision Loss on Learning
    2.3 Inclusion of persons with Special Needs
        2.3.1 Student Perception of Inclusion
        2.3.2 Teacher Attitude towards Inclusion
        2.3.3 Effectiveness of Inclusion
    2.4 Understanding How Children with Visual Impairment Learn
        2.4.1 Teaching Students with Visual Impairment
        2.4.2 Challenges of Teaching Students with Visual Impairment
    2.5 Teacher Qualification in working with Learners with Special needs
    2.6 Africa on Disabilities
        2.6.1 Identification of children with disabilities in Africa
        2.6.2 Categorization of disability used across Eastern and Southern Africa
    2.7 Inclusive Education in Lesotho
        2.7.1 Challenges to Inclusive Education in Lesotho
    2.8 Visual Impaired students in Lesotho
    2.9 The Satisfaction, Self-Concept and Motivation of Learners
        2.9.1 Academic Self-Concept
        2.9.2 Development of Self-Concept
        2.9.3 Myths and Misunderstandings of Self-Concept
        2.9.4 Classroom interventions
    2.10 Learners with Special Needs in Schools Today
3. Research Design and Methodology
    3.1 Research design and methodology
    3.2 Sampling Method
    3.3 Research Environment
    3.4 Instruments
    3.5 Data Collection
        3.5.1 Pilot study
        3.5.2 Interviews
    3.6 Data analysis
    3.7 Ethical Issues
    3.8 The role of the researcher
        3.8.1 Trustworthiness
4. Findings, Interpretations and Discussions
    4.1 Students in Regular schools
        4.1.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.1.2 Question 2: How do students with Visual Impairment describe their self-concept?
        4.1.3 Question 3: what are the students with visual impairment futureaspirations?
    4.2 Mainstream School
        4.2.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.2.2 Question 2: How do learners with Visual Impairment describe their self-concept?
        4.2.3 Question 3: What are students with Visual Impairment future aspirations?
    4.3 Special Schools
        4.3.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.3.2 Question 2: how do students with Visual Impairment describe their self-concept?
        4.3.3 Question 3: what are students with Visual Impairment future aspirations?
    4.4 Discussion
        4.4.1 Summary of reoccurring themes
5. Summary, Conclusion and Recommendations
    5.1 Conclusion
    5.2 Limitations and Suggestions
    5.3 Implications for a school psychologist and personnel
    5.4 Reflections
Acknowledgements
Bibliography
Appendix A: Consent letters
Appendix B: Interview Protocol



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