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.

Get full access to this article

View all access options for this article.

References

Abosi, C.O. (1996). Early childhood education of children with disabilities in Botswana. African Journal of Special Education, 1(1), 33-40.

Abosi, C.O. , & Molosiwa, S.M. (1997). Teaching Botswana children with special needs: What do we know? In P. T. M. Marope et al. (Eds.), Handbook of Research in Education (pp. 334-350). Gaborone, Botswana: Lentswe la Lesedi.

Csapo, M. (1994). The emergence of special education in third world: Education examples from the sub-Sahara experience. In N. D'Oyley , A. Blunt , & R. Bamhardt (Eds.), Education and development: Lessons from the third world (pp. 181-200). Calgary, Canada: Detselig Enterprises.

Kisanji, J. (1991). A review of special education in Botswana and a recommendation for a national policy. Gaborone, Botswana: Ministry of Education.

Kisanji, J. (1993). Special education in Botswana: Policy guidelines and strategy for implementation. Gaborone, Botswana: Ministry of Education.

National Commission on Education. (1993). The National Commission on Education report. Gaborone , Botswana: Ministry of Education .

National policy on care for people with disabilities. (1996). Gaborone, Botswana: Ministry of Health .

Procek, E. , Malikongwa, D. , & Mudariki, T. (1994). Study on access to vocational education and training for students with disabilities. Gaborone, Botswana: Ministry of Education.

Revised national policy on education. (1994). The Government of Botswana.

10.

Schumm, J. , & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12(4), 18-27.