Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?

Background: Despite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. E...

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Autores principales:	Macdelyn Mosalagae, Tanya L. Bekker
Formato:	article
Lenguaje:	EN
Publicado:	AOSIS 2021
Materias:	botswana capabilities approach disability epistemological access exclusion formal access inclusive education technical and vocational education and training Medicine R Public aspects of medicine RA1-1270 Communities. Classes. Races HT51-1595
Acceso en línea:	https://doaj.org/article/a32ae8c499f6429cbf8495ed92ecac69
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spelling	oai:doaj.org-article:a32ae8c499f6429cbf8495ed92ecac692021-11-24T07:34:35ZEducation of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?2223-91702226-722010.4102/ajod.v10i0.790https://doaj.org/article/a32ae8c499f6429cbf8495ed92ecac692021-10-01T00:00:00Zhttps://ajod.org/index.php/ajod/article/view/790https://doaj.org/toc/2223-9170https://doaj.org/toc/2226-7220Background: Despite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent. Objective: This study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach. Method: A phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data. Results: It was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses. Conclusion: These negative experiences hinder students’ achievement by limiting their capabilities.Macdelyn MosalagaeTanya L. BekkerAOSISarticlebotswanacapabilities approachdisabilityepistemological accessexclusionformal accessinclusive educationtechnical and vocational education and trainingMedicineRPublic aspects of medicineRA1-1270Communities. Classes. RacesHT51-1595ENAfrican Journal of Disability, Vol 10, Iss 0, Pp e1-e13 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	botswana capabilities approach disability epistemological access exclusion formal access inclusive education technical and vocational education and training Medicine R Public aspects of medicine RA1-1270 Communities. Classes. Races HT51-1595
spellingShingle	botswana capabilities approach disability epistemological access exclusion formal access inclusive education technical and vocational education and training Medicine R Public aspects of medicine RA1-1270 Communities. Classes. Races HT51-1595 Macdelyn Mosalagae Tanya L. Bekker Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
description	Background: Despite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent. Objective: This study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach. Method: A phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data. Results: It was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses. Conclusion: These negative experiences hinder students’ achievement by limiting their capabilities.
format	article
author	Macdelyn Mosalagae Tanya L. Bekker
author_facet	Macdelyn Mosalagae Tanya L. Bekker
author_sort	Macdelyn Mosalagae
title	Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
title_short	Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
title_full	Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
title_fullStr	Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
title_full_unstemmed	Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?
title_sort	education of students with intellectual disabilities at technical vocational education and training institutions in botswana: inclusion or exclusion?
publisher	AOSIS
publishDate	2021
url	https://doaj.org/article/a32ae8c499f6429cbf8495ed92ecac69
work_keys_str_mv	AT macdelynmosalagae educationofstudentswithintellectualdisabilitiesattechnicalvocationaleducationandtraininginstitutionsinbotswanainclusionorexclusion AT tanyalbekker educationofstudentswithintellectualdisabilitiesattechnicalvocationaleducationandtraininginstitutionsinbotswanainclusionorexclusion
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Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?

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