Teachers' perspectives on inclusion of disabled learners in Botswana

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dc.contributor.advisorKathard, Harshaen_ZA
dc.contributor.advisorSayed, Amshudaen_ZA
dc.contributor.authorNthitu, Justus Mackenzieen_ZA
dc.date.accessioned2015-07-14T08:53:12Z
dc.date.available2015-07-14T08:53:12Z
dc.date.issued2011en_ZA
dc.descriptionIncludes bibliographical references (leaves 93-105).en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationNthitu, J. M. (2011). <i>Teachers' perspectives on inclusion of disabled learners in Botswana</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences. Retrieved from http://hdl.handle.net/11427/13443en_ZA
dc.identifier.chicagocitationNthitu, Justus Mackenzie. <i>"Teachers' perspectives on inclusion of disabled learners in Botswana."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2011. http://hdl.handle.net/11427/13443en_ZA
dc.identifier.citationNthitu, J. 2011. Teachers' perspectives on inclusion of disabled learners in Botswana. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Nthitu, Justus Mackenzie AB - 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. DA - 2011 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 T1 - Teachers' perspectives on inclusion of disabled learners in Botswana TI - Teachers' perspectives on inclusion of disabled learners in Botswana UR - http://hdl.handle.net/11427/13443 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13443
dc.identifier.vancouvercitationNthitu JM. Teachers' perspectives on inclusion of disabled learners in Botswana. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2011 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13443en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherDisability Studiesen_ZA
dc.titleTeachers' perspectives on inclusion of disabled learners in Botswanaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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