Inclusive education in Gaborone, Botswana: teachers’ perceptions, challenges and the access to occupational therapy in mainstream schools with learners with special needs
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Date
2021
Authors
Makonyango, Jessica
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Abstract
This study aimed at exploring access to occupational therapy in mainstream schools with
learners with special needs, the perceptions of teachers towards occupational therapy
and the challenges faced by teachers in inclusive education. A descriptive qualitative
method was used through an exploratory design, with the use of a focus group, including
grade one, two and three teachers of public schools in Gaborone, Botswana, with a
minimum of five year experience of teaching learners with special needs.
Findings of the results were discussed in three main themes, which were later discussed
in sub themes: roles of occupational therapists in schools (Unknown resource and form
of support, misconceptions regarding the role of occupational therapy, and teachers
attempting to fulfil the roles of occupational therapists) challenges of inclusive education
(Integration versus segregation, dysfunctional systems, physical inaccessibility, learning
inaccessibility, and poor use of available resources) and feelings of teachers towards
inclusive education (being unskilled, unsupported, under-resourced, uninformed and
overwhelmed).
Inclusive education system in Gaborone still has a long way to go due to the poor
functioning systems in place, high teacher student ratio, minimal support and resources
availed to teachers, learners with special needs and parents, in order to ensure a
successful system. There is a lack of implementation of the facilitators of inclusive
education; with little knowledge on the roles of occupational therapists is a by teachers in
government schools, and their roles on managing the challenges faced in inclusive
education.
Occupational therapists in Botswana at large need to get more involved in creating
awareness of their contributions in the education systems, and how effective these
contributions are in trying to solve the challenges in the inclusive education system.
Creation of awareness needs to especially begin with stakeholders.
Description
A dissertation submitted in fulfilment of the requirements for the degree of Master of Science in Occupational Therapy to the Faculty of Health Sciences, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, 2021