Research 

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. 

Thesis (MPhil)--University of Cape Town, 2017