Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach
| Autor: | Fumane Portia Khanare, Mamochana A. Ramatea |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Rural Population
Medicine (General) collage media_common.quotation_subject Vision Disorders Scarcity 03 medical and health sciences R5-920 0302 clinical medicine Rurality Empirical Studies well-being Humans inclusive schools 030212 general & internal medicine Asset (economics) Marketing asset-based approach media_common Schools 030504 nursing Health Policy Focus Groups Lesotho Issues ethics and legal aspects Well-being Fundamentals and skills Business 0305 other medical science learners with/out visual impairments Gerontology arts-based methods Research Article rurality |
| Zdroj: | International Journal of Qualitative Studies on Health & Well-Being, Vol 16, Iss 1 (2021) International Journal of Qualitative Studies on Health and Well-being article-version (VoR) Version of Record |
| ISSN: | 1748-2631 |
| Popis: | Purpose: The scarcity of resources, especially in Lesotho rural schools, obstruct the holistic well-being of learners with visual impairments (LVIs). Moreover, the voices of LVIs are often missing about the use of resources to improve their well-being. The study explored an asset-based approach for the improvement of LVIs' well-being in Lesotho.Method: Twenty-eight participants, including six teachers, four learners with and four learners without visual impairments, from two rural primary schools in Lesotho, were purposively chosen. Focus group discussions and collages were employed to generate data. The data were then analyzed thematically.Results: Involving LVIs in the decision-making, building positive relationships within the school, collaboration with parents and school leaders were provided as 'enabling assets' to improve the well-being of learners. Findings also revealed the constraints on LVIs' holistic well-being, such as, lack of management of the existing resources, shortage of qualified teachers, and inadequate teaching resources. These were consistent with those identified in the literature, highlighting the asset-based complexity approach in rural schools.Conclusions: While the asset-based approach is virtuous, it may not be sufficient if the existing assets are not adequately managed. Therefore, were argue for the critical use of the asset-based approach towards improving the well-being of LVIs. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|