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Inclusive Education in Botswana: The Perceptions of School Teachers

^* To whom correspondence should be addressed. E-mail: srivastarama{at}hotmail.com.

	Abstract

The purpose of this study was to identify the attitudes and concerns of teachers toward the inclusion of students with disabilities in the general classroom. The findings indicate that teachers in Botswana have somewhat negative attitudes with some concern about inclusive education. Significant correlation was observed between attitudes and concerns (r = .323). The results also reveal that many regular teachers feel unprepared and fearful to work with learners with disabilities in regular classes and so display frustration, anger, and negative attitudes toward inclusive education because they believe that it could lead to lower academic standards.

First published on October 20, 2009
Journal of Disability Policy Studies 2009, doi:10.1177/1044207309344690


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