Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?

Tanya L. Bekker,Macdelyn Mosalagae

doi:10.4102/ajod.v10i0.790

Abstract

BackgroundDespite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent.ObjectiveThis study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach.MethodA phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data.ResultsIt was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses.ConclusionThese negative experiences hinder students’ achievement by limiting their capabilities.

Highlights

Current educational policies developed in most countries have a primary mandate of leaving no one behind
This article investigates the experiences of students with disabilities at a Technical and Vocational Education and Training (TVET) institution in Botswana
The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994) shifted education for all (EFA)’s emphasis, and whilst acknowledging equal rights for the disabled, extended focus to acknowledging each child is different and has unique learning needs, and that educational systems and programmes should accommodate for diversity

Summary

Introduction

Current educational policies developed in most countries have a primary mandate of leaving no one behind. The understanding of what constitutes inclusion in education has been a global development over time beginning in 1948 with the United Nations (UN) adoption of the Universal Declaration of Human Rights (UDHR) This declaration highlighted social justice, equality and the right to education for all (EFA). The EFA goals were reiterated at the World Education Forum in Dakar in 2000, where they were endorsed and adopted and where the needs of the poor and disadvantaged were included as important for consideration in acknowledging diversity These international developments demonstrate a shift from an initial focus on special educational needs and disability primarily to a broader consideration of recognising difference and diversity and combatting exclusionary pressures and practices as a key priority for inclusion in education

Methods

Results

Discussion

Conclusion