Botswana primary schools teachers' perception of inclusion of learners with special educational needs

Abstract

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.

Teachers’ Preparedness for Activity in the Context of Inclusive Practice

“…The primary and the most important stage in the preparation of the education system to the implementation of the process of inclusion is the stage of psychological and value changes as well as changes of professional competence of specialists (Mukhopadhyay (2014)). …”

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

“…Of those studies, some reported that teachers hold positive attitudes towards inclusion of children with special needs (Avramidis, Bayliss, and Burden 2000;Hadjikakou and Mnasonos 2012;Park and Chitiyo 2011;Sakiz and Woods 2014;Sari 2007;Sucuoglu 2004), while some others showed that teachers possess negative (Alquraini 2012;Block and Obrusnikova 2007;Gok and ErbaS 2011;Martin, Johnson, Ireland, and Claxton 2003;Mukhopadhyay 2014;Rakap and Kaczmarek 2010;Sadioglu et al 2013;Secer 2010;Semmel et al 1991) or neutral attitudes (Engstrand and Roll-Pettersson 2012;Leyser and Tappendorf 2001;Ross-Hill 2009;Sari, Celikoz, and Secer 2009) towards inclusion of children with disabilities. In their review of the literature, Avramidis and Norwich (2002) identified several factors that influence teachers' attitudes towards inclusion/integration.…”

Changing the Spots of Leopards: A Look into the Process of Teacher Change and its Impact on Inclusive Pedagogy

“…As the number of students with exceptionalities attending local schools continues to increase-due to integrated and inclusive ministry and school policies-classrooms will become increasingly diverse, challenging educators to re-evaluate their perceptions and ideals and adjust their pedagogy (Berry, 2011;Mukhopadhyay, 2014). A significant body of research indicates that globally, teachers' positive attitudes towards the inclusion of students with exceptionalities are critical to successfully create an inclusive classroom.…”

“…Positive attitude declining as years of teaching experience increases has also been supported in other literature (Alghazo & Naggar Gaad , 2004;Glaubman & Lifshitz , 2001). Mukhopadhyay's (2014) framework for stages of professional development for educators categorizes educators based on their beliefs about professional development and changing practice. Teachers who were at the stages of professional development of either Competency Building or of Enthusiasm and Growth (beginning half of their careers) were more willing to engage in pedagogical change when compared to those in the last half of their career, especially in the years before retirement (Boer et al, 2011;Mukhopadhyay, 2014).…”

“…Despite reporting positive views of inclusive education as an idea, educators identified the practical implementation of inclusion to be problematic for their teaching practice (Avramidis & Norwich, 2002;MacFarlane & Woolfson, 2013;Scruggs & Mastropieri, 1996). Although teachers perceived inclusion to have benefits for students with exceptionalities, including the development of independence and socialization skills, Mukhopadhyay (2014) reported that overall teachers had a negative attitude towards inclusion of students with exceptionalities in their classrooms. Based on the aforementioned literature, the present paper examines how one's general positive beliefs about inclusion can be shifted into classroom practice.…”