Inclusive Education for Learners With Disabilities in Botswana Primary Schools

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