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The Lesotho National Integrated Education Programme: A Case Study on Implementation S. E. Stubbs ? Thesis submitted in part fulfilment of the requirements for the degree of Master of Education of the University of Cambridge Faculty of Education 1995 Summary This research is a collaborative exploration of the implementation of the National Integrated Education Programme of Lesotho at the piloting stage, focusing on two contrasting pilot schools. The literature review (Part I) establishes key criteria which inform the search for a relevant, sustainable, effective and appropriate basis for policy development in relation to the education of disabled children in developing countries. Part II describes the search for a methodology, which became a process of engaging with difference as an outsider, Westerner, non-disabled professional. Four stipulations underpin the research; that it should directly benefit the Lesotho programme, it should provide lessons to influence policy and practice at a wider level, it should meet academic criteria, and finally it should inform my own professional development as an overseas advisor with Save the Children Fund. A research team of six people collaboratively researched two pilot schools during a four week period in Lesotho. Collaboration permeates design, data collection, analysis and interpretation. Collaborative conclusions relate to the conditions associated with positive and negative responses to integrated education in each school, and recommendations relate to action by programme coordinators and participants. My personal retrospective reflections correspond to the four stipulations outlined above, and I conclude by proposing that both research process and integrated education programme development should be seen as development issues. This has major implications for the role of outsiders in facilitating research which aims to promote programme development. Outsiders need to facilitate programme participants own analysis and pro