Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as schoolheads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group discussions, school and classroom observations, and document analysis. Findings indicate that most of the teachers preferred to include learners with mild disabling conditions compared with learners with severe to profound disabling conditions. School-heads raised concerns such as inadequate training in special education, lack of resources, and high student-teacher ratio as barriers to successful implementation of inclusive education. In contrast to this, the students' peers expressed high levels of acceptance of learners with disabilities. This reflects Botswana's history of diversity and culture incorporating regional ethnic differences. It is a real strength to build on in the movement toward fully inclusive education.

The development of educational facilities for children with special educational needs has become a universal priority. The United Nations Educational, Scientific and Cultural Organization (1996) received information from 52 member states as to legislation pertaining to special needs education. Forty-eight countries (92.3% of the member states involved in the study) enacted legislation pertaining to special needs education, whereas the remaining four countries (7.7%) have active proposals. Globally, Botswana is not isolated or indifferent with respect to making provision for children with special needs. On March 7, 1994, the Botswana National Assembly approved the Revised National Policy on Education, which in part stated that the government is committed to the education of all children, including those with disabilities. Prior to this, education of people with disabilities had been left mainly in the hands of nongovernmental organizations. In 1984, a special education unit charged with the responsibility of coordinating special education affairs was established in the Ministry of Education. Later in 1994, it was elevated to a division. The Botswanian government has progressively shown interest in the welfare of people with disabilities. For example, special schools or resource centers have been built, taken over, or supported; a number of facilities, such as Teacher Training Curriculum, have been modified to include awareness courses in special education; specialist training facilities have been established at the university; an enlightenment program has been designed to help in attitudinal change; more personnel have been sent abroad for training in different specialized areas; public buildings are being modified to be sensitive to the needs of people with disabilities; and the policy of inclusive education is being vigorously pursued. Overall, development of special education and provision for people with disabilities are topmost priorities of the government of Botswana. Despite government commitment to special education development, numerous factors could delay quick delivery.

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