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Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers' transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers' attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers' transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers' attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers' attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.

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.

In this qualitative study the authors describe how students with severe to profound hearing impairments learn science subjects in primary school in Botswana. Twenty-two teachers from two centres of deaf education in Botswana were recruited purposively to take part in the current study. Multilayered data collection methods were utilized to gain an understanding of classroom practice of science teaching. A constant comparison method was employed to analyse the data. Findings revealed four themes that highlighted the experiences of science teaching. These include curriculum related issues, language related issues, and resources related issues, and teaching methods. Through this study, the investigators gained an insight of current practices of science education in primary schools in Botswana for students with hearing impairments. The findings of this study could shape policy on educational support for students with hearing impairments and provide a framework for alternate assessment for learners with hearing impairment. (Contains 2 tables.)

The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in two educational administrative regions of Botswana. A mixed method research design was utilized to measure teachers' beliefs, current practices of professional development, training needs as well as modes of professional development programs to implement inclusive education. A three part, 25 item self-administered questionnaire was specially designed for this study. It was administered to all participants (N=86) who participated in a three-day workshop on inclusive education. In addition 12 teachers who had had experience in teaching learners with Special Educational Needs (SENs) were purposively selected for a follow-up one-on-one in-depth interview. Both quantitative and qualitative data were triangulated to write this report. Findings of the research suggest that although participants realized the importance of professional development for the implementation of inclusive education, they were of the opinion that "one-time workshops"alone was not effective to change classroom practices. They highlighted the importance of "change processes" therefore recommended "in-house mentorship."

The early years constitute a formative stage in child development and family life, and as such warrant special attention and services. The aim of the study was two-fold; a) to critically analyze available education policies in Botswana addressing early childhood interventions for children with disabilities; b) to investigate the views of government officials and those from Non-Government Organizations (NGOs), on early childhood intervention policies and practices. Using a qualitative approach, nine policy-makers and ten program coordinators from NGOs were interviewed. The findings revealed that early childhood intervention services in Botswana are limited and unevenly distributed. Lack of coordination among service providers made the early intervention ineffective. It is recommended that the existing Early Childhood Education and Care policy should incorporate guidelines on early childhood intervention for children who are at risk or have developmental disabilities.

This descriptive phenomenological study investigates teachers' experiences of using sign language for learners who are deaf in the primary schools in Botswana. Eight in-service teachers who have had more than ten years of teaching deaf or hard of hearing (DHH) learners were purposively selected for this study. Data were collected using multiple strategies: (i) written open ended questionnaire, (ii) focus group discussions, and followed by (iii) individual interviews. Moustakas' modified van Kaam method was used for analysis. Four predominant themes emerged: (i) teaching DHH learners; (ii) teachers of DHH learners; (iii) use of sign language as a medium of instruction; and (iv) teachers' preferences for use of total communication. Based on the findings, recommendations were made.

The purpose of this study is to investigate the perception of primary teachers towards inclusive education in the South Central regions of Botswana. The research employed a descriptive survey design that used both qualitative and quantitative research methodology. Two hundred and seventy-three primary teachers were drawn from a sample size of 2950 teachers and 165 schools. Multistage proportionate stratified sampling was utilised to select teachers from these three different locations: urban, semi-urban and rural. A questionnaire that contained both open-ended and closed items was designed to explore Botswana primary teachers' attitude, knowledge and skills and their views of the perceived benefits of inclusion of learners with disabilities in regular classrooms. The findings of this study indicate that although most of the teachers were positive towards the concept of inclusive education they did not have a favourable attitude towards the inclusion of learners with special educational needs (SENs) in their classrooms due to the lack of essential knowledge and skills in inclusive education. Nonetheless, this study also, shows that pre-service training has a positive impact on the attitude of teachers towards the inclusion of learners with SENs. Based on the results of this study, the researcher suggests that the Ministry of Education and Skill Developments of Botswana (MoESD) must sponsor more students for pre-service training and or upgrade the professional qualification of the teachers in special education for them to be able to address the learning needs of learners with SENs.

Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an access-audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. (Contains 2 tables.)

The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. (Contains 2 tables.)

A large number of learners with Special Educational Needs (SENs) do not have access to even the most basic education in developing countries. To address this issue, United Nations organizations promoted the concept of inclusive education policies in developing countries. This concept was initiated in Western countries in the 1980s: with globalization and active participation of international donor agencies, the idea of inclusive education gained significant currency globally. However, in many cases, the inclusive education policy was imposed on the education system of many developing countries by international donor agencies. This study uses a post-colonial perspective to understand how this Western concept was implemented in former colonized countries, with a specific focus on Botswana. Thirty-six teachers from six primary schools in the South Central Region of Botswana participated in six focus group discussions. Data from the focus group discussions were triangulated with classroom observations and related documents. The analysis highlights a complex and contradictory phenomenon, where policies are mostly implemented as a top-down approach and teachers' indigenous knowledge is poorly recognized. [ABSTRACT FROM AUTHOR]