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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.