Inclusive Education and Challenges of Providing Classroom Support to Students with Blindness in a General Education Classroom at a School in Botswana

Joseph Habulezi, Odiretsemang Molao, Sandy Mphuting, Kebotlositswe Mark Kebotlositswe

Abstract


Abstract. The research investigated classroom support provision and the challenges of providing support to students who are blind in a general education classroom at an inclusive secondary school in Botswana. Interviews, observation and questionnaires were used to collect the data. The challenges of providing classroom assistance to students who are blind in general education Biology classrooms are as diverse as the students themselves. The teaching methods some teachers use do not cater for all the students in an inclusive classroom. The main factors leading to this include lack of adequate preparation and shortage of both human and material resources. The class enrolments pose a challenge because the classrooms are over enrolled. The study recommends that special education Biology teachers be increased at the school and more learning support workers equally be hired. Teacher capacity building should also be considered as well as the acquisition of more access technology.

 


Keywords


Classroom support, learners with visual impairment, Botswana, challenges.

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