Inclusive education in Gaborone, Botswana: teachers’ perceptions, challenges and the access to occupational therapy in mainstream schools with learners with special needs

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.