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.
Highlights
In the last few decades, educational provisions for learners with disabilities have changed
The study established that students with disabilities pose challenges for teachers in the regular classroom
The present study indicated that there were some possible effects of program quality on individuals’ beliefs about inclusive education
Summary
In the last few decades, educational provisions for learners with disabilities have changed. More learners with special needs are studying side by side in regular school with their peers who do not have disabilities This concept is commonly known as inclusive education. It is based on the principle that all children regardless of ability or disability have a basic right to be educated alongside their peers in their neighborhood schools (United Nations Educational, Scientific, and Cultural Organization, 1994). This concept was implemented in Western countries in the 1980s, and it has become a matter for the global agenda (Singal, 2005). As one of the signatories of “Education for All,” Botswana is committed to enhancing access to education to all her citizens, and inclusive education is perceived to be the most effective approach in reaching this goal (Mukhopadhyay, 2009)
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