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Abstract—This study explores the relative importance of multisectoral practices from an inclusive school in Lesotho. This study adopted  a  qualitative  approach  through  a  transformative  paradigm  and  participatory  design.  Thirty-four  participants  were  purposively selected: teachers, sign language interpreters, hearing learners, deaf learners, and heads of departments  at  an  inclusive school in the Leribe district, Lesotho. It employed focus group discussions and collages as instruments for data generation.  The  findings  indicated  that  multisectoral  practices  such  as  the  Ministry  of  Education,  non-governmental organisations, neighbouring schools, health centres, and higher education institutions could be the external sources to enhance the academic performance of DLs. This study recommends separate stakeholders work together and accomplish a joint mission through communication.

Keywords: Academic performance, Deaf learners, inclusive school, Multisectoral practices 

Palime, N. J., & Mukuna, K. R. (2024). Multisectoral practices supporting deaf learners’ academic performance at an inclusive school in Lesotho. International Journal of Studies in Psychology, 4(1), 9-14. https://doi.org/10.38140/ijspsy.v4i1.1049