Teachers perceptions of inclusive education (a Case study of special education teachers in Ramotswa Village in the South East District of Botswana)

Abstract

The purpose of this study was to investigate and describe the perceptions held by Special Education teachers about inclusive education in Ramotswa Village in the South East District of Botswana. It primarily utilized a qualitative approach, but with a quantitative element in support and was conducted in two primary schools in Ramotswa Village, where participants were only those teachers who had been exposed to special education either during pre-service or in-service training. Data were collected through questionnaires and in-depth interviews. Sixty teachers participated by responding to questionnaires whilst twenty-four were interviewed.

Analysis of the findings was done via the theoretical framework _that guided this study. Qualitative data was analyzed through a process which involved reading the notes several times then coding plus categorizing them by topics and describing them in mt.native forn1 . Quantitative data on the other hand' was analyzed through descriptive statistical parameters, including frequencies and percentages. The results were interpreted in narrative form. The results of the study reveal that Special Education teachers did not acknowledge that all children could learn despite their differences. This may lead to negative perceptions towards inclusive education. They also indicate that Special Education teachers are not yet ready and prepared to inch.:1,dc!. learners with special educational needs in mainstream classrooms. Furthermore, the findings have shown teachers believe inclusive education to require inter alia: • Appropriately trained teachers; • Modification of the learning environment; • Appropriate and relevant curricula • Provision of relevant support services. Key terms used in this investigation were: • Perceptions; • Inclusive education; • Mainstreaming; • Integration;

• Factors needed for the implementation of inclusive education; • Strategies to facilitate .the implementation of inclusive education.