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ERIC Number: EJ1020090
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1555-6913
Inclusive Education for Learners with Special Educational Needs in Botswana: Voices of Special Educators
Mukhopadhyay, Sourav
Journal of the International Association of Special Education, v14 n1 p41-49 Spr 2013
The purpose of this study was to describe the roles and responsibilities of the special education teachers, and challenges they encounter in supporting the inclusion of learners with special educational needs (SEN) in regular primary schools of the south central regions of Botswana. Thirty-eight Senior Teacher Advisors Learning Disabilities (STALDs) were selected using purposive sampling and data were collected through in-depth interviews. Results revealed that most of the STALDs in primary schools in Botswana were not trained in the area of special education and the roles and responsibilities of STALDs were not clearly defined. At the same time, STALDs were concerned about training, planning time, and lack of resources as the predominant barriers for meeting the needs of all students and implementation of inclusive education in Botswana primary schools. The article concludes with a discussion of the implications of this research for continuous professional development and future practice of inclusive education in Botswana.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana