Abstract
The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana.
Notes
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Graduation Date
2017
Semester
Summer
Advisor
Dieker, Lisa
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education and Human Performance
Degree Program
Education; Exceptional Education
Format
application/pdf
Identifier
CFE0006770
URL
http://purl.fcla.edu/fcla/etd/CFE0006770
Language
English
Release Date
August 2017
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Mrstik, Samantha, "An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana" (2017). Electronic Theses and Dissertations. 5562.
https://stars.library.ucf.edu/etd/5562