Abstract
Lesotho’s existing legislation and policy framework emphasises
the commitment to providing access to inclusive education for
all children, including children with disabilities. However, limited
information exists regarding the education and placement of children
decisions on educational placement for children with autism. A
descriptive qualitative case study was employed, and eight parents
the complexity and frustrations inherent in decision-making. Key
factors such as the child’s autistic traits, access to information, and
as critical in shaping these decisions. The study highlights the need
for collaborative support from all education stakeholders to ensure
equal participation in the education system for children with autism.
and uphold the right to education for every child.