Teachers' understandings of curriculum adaptations for learners with learning difficulties in primary schools in Botswana: issues and challenges of inclusive education     

Mpho Otukile‐Mongwaketse  Boitumelo Mangope  Ahmed Bawa Kuyini 《Journal of Research in Special Educational Needs》2016,16(3):169-177

This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during the teaching and learning processes. Interviews with 12 teachers and classroom observations were conducted in six primary schools in urban, semi‐urban and rural areas. The data was analysed using qualitative procedures, and results of the study revealed that teachers' understanding of curriculum adaptations seemed embedded within the concept of remedial education where learners with LD are assisted outside the scheduled time of the lesson. The results also showed that teachers' main focus on completing the set curriculum in preparation for examinations compromised curriculum access of learners with LD in general education classrooms.  相似文献   

Ghanaian teachers: competencies perceived as important for inclusive education     

Ahmed Bawa Kuyini  Kofi Asiama Yeboah  Ajay Kumar Das  Awal Mohammed Alhassan  Boitumelo Mangope 《International Journal of Inclusive Education》2016,20(10):1009-1023

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Voices of the voiceless: Inclusion of learners with special education needs in Botswana primary schools     

Sourav Mukhopadhyay  Boitumelo Mangope  Fazlur Moorad 《Exceptionality》2019,27(3):232-246

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.  相似文献