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An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana
- Date Issued:
- 2017
- Abstract/Description:
- The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana.
Title: | An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana. |
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Name(s): |
Mrstik, Samantha, Author Dieker, Lisa, Committee Chair Lue, Martha, Committee Member Pearl, Cynthia, Committee Member Biraimah, Karen, Committee Member University of Central Florida, Degree Grantor |
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Type of Resource: | text | |
Date Issued: | 2017 | |
Publisher: | University of Central Florida | |
Language(s): | English | |
Abstract/Description: | The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana. | |
Identifier: | CFE0006770 (IID), ucf:51841 (fedora) | |
Note(s): |
2017-08-01 Ph.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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Subject(s): | Botswana -- special education -- learning disabilities -- junior secondary students | |
Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0006770 | |
Restrictions on Access: | public 2017-08-15 | |
Host Institution: | UCF |