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Accessibility of family and consumer sciences laboratories in Botswana junior secondary schools by learners with physical disabilities

Fidzani, L.C.; Mthombeni, F. M. (NATEFACS, http://www.natefacs.org, NaN, 2009)

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Abstract:

During the past decade, significant progress has been made on how to accommodate and teach learners with disabilities. However, less research has been done on creating a conducive learning environment for learners with disabilities. The purpose of this study was to determine the accessibility of Family and Consumer Sciences (FCS) laboratories for learners with mobility problems. The focus of this study was on the accessibility, reach ability, and safety of FCS laboratories. Fifty junior secondary schools in the South Central Region of Botswana were selected for the study. A questionnaire and an accessibility checklist were used to evaluate the laboratories’ current situation. The findings indicate that all FCS laboratories investigated were not designed to meet the needs of learners with mobility disabilities.

URI:

http://hdl.handle.net/10311/1089

Files in this item: 1

Fidzani_JFCSE_2009.pdf (1.210Mb)

Analysis of participants’ perceptions of REFLECT approach in their lives and work: the case of Botswana

Maruatona, T. (Florida International University, http://education.fiu.edu/newhorizons, NaN, 2008)

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Abstract:

This manuscript documents the perceptions of teachers and learners towards the Regenerated Freirean Literacy Empowerment and Community Techniques (REFLECT) approach in the delivery of literacy in Ngamiland District, Botswana. It suggests that REFLECT changed the perceptions, lives, and work experiences of learners and teachers. REFLECT caused teachers to recognize learners’ knowledge and experiences. It enabled teachers to experience professional growth and engage in democratic practices and encouraged learners to make personal and group choices and take action against certain undesirable practices, such as alcoholism and the sale of beer to minors. The study argues that, compared to REFLECT, the current national literacy program is centralized and has minimal impact on participants. However, as implemented in the pilot project, REFLECT also had limitations, such as failing to generate practical solutions, demanding too much time from participants, and using poorly qualified teachers. These challenges could be addressed and REFLECT should be adopted to train regular literacy teachers nation-wide.

URI:

http://hdl.handle.net/10311/1100

Files in this item: 1

Maruatona_NHAEHRD_2008.pdf (1.804Mb)

Assessment of learners with special needs for inclusive education in Botswana: issues and challenges for schools

Mangope, B.; Kuyini, A.B.; Major, T. (IJSRE, http://www.ijsre.com, June NaN, 2012)

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Abstract:

This study examines the role and functions of the Botswana Assessment Centre in diagnosing the learning needs of primary school students. It also examines the issues and challenges faced by learners with special needs who are not assessed for placement and/or instructional modification in regular primary schools. This study endeavours to articulate the issues around this lack of assessment and its implications for the learners and teachers of such learners. Forty-nine teachers from primary schools in Gaborone and surroundings responded to a thirteen-item questionnaire. Data from this questionnaire was analysed using descriptive statistics, t-tests and ANOVA. The results show that the Botswana Assessment Centre (Central Resource Centre (CRC) is unable to assess all students who require assessment and that there is a long wait time for assessments. The results also revealed that although the majority of schools had School Intervention Teams (SIT) who were responsible for referring students to assessment, the role of teams was unclear in some schools. This study recommends that government address the critical shortage of staff facing the Centre and pay more attention to the composition and functioning of the SITs. Finally, the Ministry of Education should explore other ways of ensuring that assessment for placement and modification of instruction can be efficiently and effectively carried out across Botswana.

URI:

http://hdl.handle.net/10311/1079

Files in this item: 1

Mangope_IJSRE_2012.pdf (1.630Mb)

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Browsing by Subject "Learners"

Browsing by Subject "Learners"

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