Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses

One way in which the practice of inclusion can be actualised classrooms is through use consistent, appropriate differentiated instruction. What remains elusive, however, insight into what teachers different contexts think and believe about differentiation, how consistently they differentiate instruction challenges experience doing so. In study reported on here high school a private government Lesotho were compared order to determine teachers’ thoughts beliefs frequency instruction, faced by who implement this inclusive practice. Sampled offered their views understood be, identified via an administered questionnaire. Data analysis was based counts bar charts for comparative purposes. Findings indicate that have higher teaching practice, with time constraints indicated as main challenge. Government had lower lack resources, learner-teacher ratio challenges, among others. we highlighted critical role schools play national call implementation Lesotho, terms active collaboration surrounding schools. Private schools, resources access professional development opportunities, become catalysts practices.