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Teachers' perspectives on inclusion of disabled learners in Botswana
Includes bibliographical references (leaves 93-105).
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Department of Health and Rehabilitation Sciences
2015
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| _version_ | 1867613241888210944 |
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| access_status_str | Open Access |
| author | Nthitu, Justus Mackenzie |
| author2 | Kathard, Harsha |
| author_browse | Kathard, Harsha Nthitu, Justus Mackenzie |
| author_facet | Kathard, Harsha Nthitu, Justus Mackenzie |
| author_sort | Nthitu, Justus Mackenzie |
| collection | Thesis |
| description | Includes bibliographical references (leaves 93-105). |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/13443 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:01.081Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | Department of Health and Rehabilitation Sciences |
| publisherStr | Department of Health and Rehabilitation Sciences |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/13443 Teachers' perspectives on inclusion of disabled learners in Botswana Nthitu, Justus Mackenzie Kathard, Harsha Sayed, Amshuda Disability Studies Includes bibliographical references (leaves 93-105). This study investigated teachers' perspectives on inclusion of disabled learners in Botswana. The study sought specifically to understand teachers' perspectives through: (1) their conceptualisation of disability and inclusion; (2) their views on educational placement for disabled learners; and (3) their views on the types of support necessary to facilitate inclusion of disabled learners. Participants were drawn from two mainstream primary schools with special education units. Both schools were from the southern region of Botswana. Using stratified sampling technique, eight teachers, four from each school were selected to participate in the study. The aim of using this strategy was to arrive at a final sample of four special education teachers and four ordinary teachers in order to ensure diversity of opinions. In-depth semi-structured interviews are used to collect information from the teachers. The data collected is analysed according to the themes and sub-themes that emerged. The findings indicate that teachers conceptualised disability as embedded in the learner and disabled learners as a homogeneous group. Teachers were also found to lack clear understanding of inclusive education/inclusion. Neither inclusive education nor special education units were thought of as the most suitable educational placement for disabled learners. The teachers viewed the most useful support as government contribution, donations and cooperation from parents. The study recommends teacher training and development on disability and inclusive education. An evaluation of the current special education units is also recommended. 2015-07-14T08:53:12Z 2015-07-14T08:53:12Z 2011 Master Thesis Masters MPhil http://hdl.handle.net/11427/13443 eng application/pdf Department of Health and Rehabilitation Sciences Faculty of Health Sciences University of Cape Town |
| spellingShingle | Disability Studies Nthitu, Justus Mackenzie Teachers' perspectives on inclusion of disabled learners in Botswana |
| thesis_degree_str | Master's |
| title | Teachers' perspectives on inclusion of disabled learners in Botswana |
| title_full | Teachers' perspectives on inclusion of disabled learners in Botswana |
| title_fullStr | Teachers' perspectives on inclusion of disabled learners in Botswana |
| title_full_unstemmed | Teachers' perspectives on inclusion of disabled learners in Botswana |
| title_short | Teachers' perspectives on inclusion of disabled learners in Botswana |
| title_sort | teachers perspectives on inclusion of disabled learners in botswana |
| topic | Disability Studies |
| url | http://hdl.handle.net/11427/13443 |
| work_keys_str_mv | AT nthitujustusmackenzie teachersperspectivesoninclusionofdisabledlearnersinbotswana |