Trends and Issues in Special Education in Botswana

Abstract

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.

Contributions and Constraints to the Implementation of Inclusive Education in Lesotho

“…Lesotho's neighbour, the Republic of South Africa, adopted an inclusive education policy only after the demise of apartheid (Republic of South Africa Department of Education, 2003). Botswana (a country in which many people from Lesotho share cultural and linguistic roots) has a balanced approach to special education by keeping special schools for students with disabilities that were introduced by missionaries and providing more inclusive approaches in government schools (Abosi, 2000).…”

Resource Availability and Distribution in Public and Private Special Education Schools in Cross River State, Nigeria

“…Some teachers are posted there by some political influence and other personal interest, and not for the sake of the students. The result has provided empirical support to Abosi (1999) findings that persons with special needs are not well catered for by the government. Furthermore, the private schools being what it is seems to receive attention from private organizations, non-governmental organizations (NGOs), churches, communities and individuals, hence the more facilities.…”

“…However, the study of Abosi (1999) showed that, the individuals with special needs are not well catered for by the government. He lamented that teachers' training and general development, for those with special needs is really lacking, especially in Africa.…”

The Nature, Extent and Causes of Abuse of Children with Disabilities in Schools in Botswana

“…There is a need for a revised Code of Ethics for teachers in Botswana to be applied to teachers who abuse children with disabilities in their schools (Abosi, 2000;Botswana Government, 1994). There is a need for a revised Code of Ethics for teachers in Botswana to be applied to teachers who abuse children with disabilities in their schools (Abosi, 2000;Botswana Government, 1994).…”

“…Currently, the Botswana Government provides free education, food and uniforms to children with disabilities in all provinces (Abosi, 2000;Tsheko, 2007). Despite the fact that the government is committed to the education of all children including those with disabilities, there is a need for an increase in free education for such children (Abosi, 2000;Tsheko, 2007). Those who go to private schools pay fees.…”