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Inclusive Education for Learners With Disabilities in Botswana Primary Schools

Author

Listed:
  • Sourav Mukhopadhyay
  • H. Johnson Nenty
  • Okechukwu Abosi

Abstract

Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as school-heads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group discussions, school and classroom observations, and document analysis. Findings indicate that most of the teachers preferred to include learners with mild disabling conditions compared with learners with severe to profound disabling conditions. School-heads raised concerns such as inadequate training in special education, lack of resources, and high student–teacher ratio as barriers to successful implementation of inclusive education. In contrast to this, the students’ peers expressed high levels of acceptance of learners with disabilities. This reflects Botswana’s history of diversity and culture incorporating regional ethnic differences. It is a real strength to build on in the movement toward fully inclusive education.

Suggested Citation

  • Sourav Mukhopadhyay & H. Johnson Nenty & Okechukwu Abosi, 2012. "Inclusive Education for Learners With Disabilities in Botswana Primary Schools," SAGE Open, , vol. 2(2), pages 21582440124, June.
  • Handle: RePEc:sae:sagope:v:2:y:2012:i:2:p:2158244012451584
    DOI: 10.1177/2158244012451584
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    Citations

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    Cited by:

    1. Tautona Irene Rachel & Tautona Lisa & Nkomo Duduzile, 2024. "Exploring the Preparedness of Teachers to Implement Inclusive Early Childhood Education in Pre-Schools of Gaborone, Botswana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 277-286, May.
    2. Mitchell, Rafael, 2023. "Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research," International Journal of Educational Development, Elsevier, vol. 96(C).
    3. Bevzyuk, Maryna, 2018. "Characteristics Of Pedagogical Conditions For Preparing Future Primary School Teachers To Interaction With Parents In Terms Of Inclusive Education," EUREKA: Social and Humanities, Scientific Route OÜ, issue 4, pages 36-43.
    4. Goitse Ookeditse & Sourav Mukhopadhyay, 2021. "Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana," SAGE Open, , vol. 11(4), pages 21582440211, November.
    5. Abdul-Razak Kuyini Alhassan & Okey Chigorom Abosi, 2014. "Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana," SAGE Open, , vol. 4(1), pages 21582440135, January.

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