Kisanji, in his 2003 study concerning hearing impaired students in Botswana, identified some main barriers to curricular access (and gave suggestions for them as such): delayed language development, educator and teaching quality, absence of developed sign language and manual codes for deaf students, difficult, packed curricula, inappropriate and unavailable support materials and assessments, shortage of qualified educators, and poor collaboration with the home and within the Ministry of Education.

Kisanji's Identified Takeaways 

Kisanji, J. (2003) Situational analysis for the adaptation and modification of the basic and senior secondary curriculum for hearing impaired learners. Draft report. Gaborone, Ministry of Education.

Situational analysis for the adaptation and modification of the basic and senior secondary curriculum for hearing impaired learners

Dart, G., Didimalang, C. & Pilime, S. (2002) An evaluation of units at Botswana primary schools for children with mental handicap. Gaborone, Botswana Educational Research Association.

An evaluation of units at Botswana primary schools for children with mental handicap.

Based on Dart’s studies, his team identified several shortcomings in special needs education. Some were the late and improper identification of students with special education needs, poor teaching quality, which  did not include specialized provisions, and the fact that students spent the rest of their adulthood in the home following primary education. Interestingly, parents showed a willingness to help with their children's needs but were hindered by a lack of support from educators and administrators. Finally, there was an overall lack of resources and quality assurance.

Dart's Identified Takeaways 

Areas in need of improvement include a more accurate and timely identification and count of students with special needs, proper placement of students, specialized skill development in and greater resources for educators, and better inter-agency collaboration. Improvement of student curricula is also a must through better access to materials and a less intense workload. Furthermore, students should have increased opportunities to progress further and achieve in life, such as through vocational training. Lastly, NGOs should be given resources to help with many of the above improvements, and quality assurance should be done to check that special education provisions meets the standards.

Provision for Learners Takeaways

Across several texts, the conclusions appear to indicate significant causes of concern: a lack of curricula access, resources, educator training, administration communication, policy implementation, post-primary and secondary schooling support and opportunities, and an overall lack of provisions.

Observed Barries of Education in Botswana

Several barriers to education were identified in Botswana, with different authors and studies agreeing on certain areas of improvement.

University of Notre Dame

Attitudes towards people with disabilities in Botswana appear to be changing for the better, with the promotion of greater inclusivity; however, there are still parts of the population that hold negative associations with these individuals. Policies have been put into place to improve general education, though it is clear that more needs to be done to further promote and provide for the practice of the inclusive model of education.

Inclusive Education in Botswana

Dart, G. (2007). Provision for Learners with Special Educational Needs in Botswana; A Situational Analysis. International Journal of Special Education, 22(2), 56–66. 

Provision for Learners with Special Educational Needs in Botswana; A Situational Analysis

- Traditionally, children with special needs would be considered special needs under the current guidelines and would likely have done well under the traditional system of oral tradition and practical-skill learning. Missionaries and the regional authorities scrapped the system in favor of Christian practices.
- First provisions for children with special needs were provided by Church groups and NGOs.
- 1969: Dutch Reformed Church and Lutheran Church set up schools for visually and hearing impaired
- 1971: Camphill Community started a school for the mentally and physically impaired
- 1994: Unit for Special Education in the Ministry of Education upgraded to a division

Historical Context of IE in Botswana

- Jomtien Declaration (UNESCO 1990)
- Dakar Framework for Action (UNESCO 2000)

Special Education Policies in Botswana - International

- First education policy, 1977
- Revised National Policy for Education (RNPE), 1994
- National Policy on Vocational Education and Training, 1997
- Early Childhood Carrer and Education Policy, 2001
- National Development Plan 9, 2003
- Vision 2016 (from 1997)

Special Education Policies in Botswana - National

- Pre-school/Stimulation Centers
- Schools at Primary and Secondary Level
- Vocational Training/Post-secondary Schooling
- Main Observations

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