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An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana

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An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2017 An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana Samantha Mrstik University of Central Florida Part of the Special Education and Teaching Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Mrstik, Samantha, "An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana" (2017). Electronic Theses and Dissertations, 2004-2019. 5562. https://stars.library.ucf.edu/etd/5562 AN EXAMINATION OF INCLUSIVE PRACTICES FOR JUNIOR SECONDARY STUDENTS WITH LEARNING DISABILITIES IN GABORONE, BOTSWANA by SAMANTHA L. MRSTIK B.S. University of Central Florida, 1999 M.Ed. University of Central Florida, 2006 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education and Human Performance at the University of Central Florida Orlando, Florida Summer Term 2017 Major Professor: Lisa A. Dieker © 2017 Samantha L. Mrstik ii 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. iii This dissertation is dedicated to my husband, editor, best friend, and love of my life: Joel Mrstik. And to my mother, Janet Dini, who even when she was told I would not succeed due to my learning disability, continued to push me to greatness. It is your accomplishment that I am a successful, strong, independent, educated, and empowered woman. And to my grandparents, Don and Joan Gilliland, who taught me the love of travel, the need for exploration of cultures other than my own, and the willingness to show me the world, even before I knew what to do with it. iv ACKNOWLEDGMENTS To the people of Botswana, thank you for being willing to share your stories and for allowing me into your school and classrooms. I would like to thank Professor Abosi at the University of Botswana for taking a chance on a Ph.D. student from halfway around the world and for your support and guidance. I would like to thank K.B. Motlhanka for being there to answer all the “American questions.” Finally, I would like to thank Kevin Duke and his family for being more than a landlord, but being willing to help me to acclimate to the culture. To my Chair, Dr. Lisa Dieker, you believed in me. Even when I cried through statistics, you believed I could pass. Even when I came to you and said, I think my dissertation should be in Botswana; you believed that was something I could do. And when I worked all night writing and editing, you were there. I cannot thank you enough. I emailed Dr. Karen Biraimah a year and a half ago with an idea for a dissertation combining special education and international education. Thank you Dr. Biraimah for providing instruction, encouragement, and practical advice that made this possible. In 1997, I came to the University of Central Florida as an undergraduate majoring in special education. I had a lifetime of school failure as my baggage. Terrified, I remember walking up to my first class teacher, Dr. Martha Lue-Stewart, to explain that I needed accommodations. Since that time, Dr. Lue-Stewart has supported and encouraged me to become a better, more confident person. Thank you Dr. Lue-Stewart. When I described working for Dr. Cynthia Pearl to others, I explained that I won the mentorship lottery. Dr. Pearl has been by my side for three years, not only as a boss, but also as a mentor and friend. v I would be remiss to not thank my cohort for the last three years. We have changed, grown, and learned together. Thanks to Matt Taylor, Jennifer Holbrook, Claire Donehower, and Dena Slanda. Although she is not in my cohort, Dr. Kathy Becht has provided hours of support and guidance. She always knew when I needed a good laugh, a hug, or a cry. I feel I should also thank my friend and fellow doctoral student, Jillian Schreffler, for her contributions to this work. Lastly, I must thank my cat, Mouthy. and my dog, the Shih Tzu for being great writing partners. vi TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................................... xiii LIST OF TABLES ....................................................................................................................... xiv LIST OF MEDIA/ABBREVIATIONS/ACRONYMS ................................................................. xv CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Statement of the Problem ............................................................................................................ 1 Theoretical Framework ............................................................................................................... 3 Purpose Statement ....................................................................................................................... 4 Research Questions ..................................................................................................................... 6 Sub-questions .......................................................................................................................... 6 Significance of the Study ............................................................................................................ 6 Organization of the Study ........................................................................................................... 7 Operational Definitions ............................................................................................................... 7 Botswana ................................................................................................................................... 11 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 12 International Development of Special Education ..................................................................... 12 Background ........................................................................................................................... 12 Definitions of Disability used in UN Documents ............................................................. 16 The Salamanca Statement ..................................................................................................... 16 After Salamanca ................................................................................................................ 20 UN Millennium Development Goals ................................................................................ 23 Africa .................................................................................................................................... 24 Botswana’s Disability Policies and Practices ....................................................................... 25 Secondary Education in Botswana ........................................................................................ 28 Evolution of Policy Reform and Special Education in Botswana ........................................ 29 Special Education in Botswana ............................................................................................. 34 Inclusion in Botswana ........................................................................................................... 35 Preservice Teachers .......................................................................................................... 36 Teacher Education ........................................................................................................ 37 Teachers ............................................................................................................................ 39 Inclusion of Students with Disabilities in Higher Education ............................................ 41 Learning Disabilities ......................................................................................................... 42 Instructional Practices in Botswana .................................................................................
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