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Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as schoolheads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group discussions, school and classroom observations, and document analysis. Findings indicate that most of the teachers preferred to include learners with mild disabling conditions compared with learners with severe to profound disabling conditions. School-heads raised concerns such as inadequate training in special education, lack of resources, and high student-teacher ratio as barriers to successful implementation of inclusive education. In contrast to this, the students' peers expressed high levels of acceptance of learners with disabilities. This reflects Botswana's history of diversity and culture incorporating regional ethnic differences. It is a real strength to build on in the movement toward fully inclusive education.

The purpose of this study is to investigate the perception of primary teachers towards inclusive education in the South Central regions of Botswana. The research employed a descriptive survey design that used both qualitative and quantitative research methodology. Two hundred and seventy-three primary teachers were drawn from a sample size of 2950 teachers and 165 schools. Multistage proportionate stratified sampling was utilised to select teachers from these three different locations: urban, semi-urban and rural. A questionnaire that contained both open-ended and closed items was designed to explore Botswana primary teachers' attitude, knowledge and skills and their views of the perceived benefits of inclusion of learners with disabilities in regular classrooms. The findings of this study indicate that although most of the teachers were positive towards the concept of inclusive education they did not have a favourable attitude towards the inclusion of learners with special educational needs (SENs) in their classrooms due to the lack of essential knowledge and skills in inclusive education. Nonetheless, this study also, shows that pre-service training has a positive impact on the attitude of teachers towards the inclusion of learners with SENs. Based on the results of this study, the researcher suggests that the Ministry of Education and Skill Developments of Botswana (MoESD) must sponsor more students for pre-service training and or upgrade the professional qualification of the teachers in special education for them to be able to address the learning needs of learners with SENs.

This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by semi-structured in-depth individual interviews. The findings of this research indicated that IWVI experience exclusion from education, employment and social and community participation as well as relationships. Based on these findings, we suggest more inclusive policies to address social exclusion of IWVI. At the same time, this group of individuals should be empowered to participate in community activities to promote interaction with people without visual impairments.