Open AccessEducation of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
Author(s) -
Macdelyn Khutsafalo Mosalagae,
Tanya Bekker
Publication year - 2021
Publication title -
african journal of disability
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 8
eISSN - 2226-7220
pISSN - 2223-9170
DOI - 10.4102/ajod.v10i0.790
Subject(s) - inclusion (mineral) , vocational education , government (linguistics) , institution , thematic analysis , pedagogy , psychology , medical education , confusion , qualitative research , higher education , sociology , public relations , political science , social science , social psychology , medicine , law , linguistics , philosophy , psychoanalysis
Background Despite 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. Objective This study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach. Method A 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. Results It 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. Conclusion These negative experiences hinder students’ achievement by limiting their capabilities.