Voices of the Voiceless: Inclusion of Learners with Special Education Needs in Botswana Primary Schools

Autor/inn/en	Mukhopadhyay, Sourav; Mangope, Boitumelo; Moorad, Fazlur
Titel	Voices of the Voiceless: Inclusion of Learners with Special Education Needs in Botswana Primary Schools
Quelle	In: Exceptionality, 27 (2019) 3, S.232-246 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1470446
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Elementary School Students; Student Experience; Regular and Special Education Relationship; Barriers; Access to Education; Educational History; Program Effectiveness; Student Needs; Teacher Attitudes; Peer Relationship; Friendship; Botswana + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Studienerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; History of education; Bildungsgeschichte; Lehrerverhalten; Peer-Beziehungen; Freundschaft
Abstract	A review of educational policies and procedures in Botswana reveals that inclusion of learners with special educational needs (SENs) in regular classrooms is currently the main policy and school practice. However, there are variations in the way inclusion is being practiced and implemented throughout the country. The purpose of this present study was to examine the experiences of inclusion by learners with SENs in Botswana's primary schools. Using a qualitative approach, 36 learners with SENs as well as 36 learners without SENs were engaged in twelve focus group discussions from six primary schools. Six focus group were for learners with SENs and the other six were for learners without SENs. Objectives of these focus group interviews were to gather day-to-day experiences of learners in general education classrooms since they were the recipients and participants of an inclusive practice. The findings revealed that although, learners with SENs had positive experiences about inclusion, they equally faced barriers in accessing curriculum. Implications of the findings are discussed in order to promote wider participation for learners with SENs in Botswana primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01