This study investigated teachers’ perspectives on inclusion of disabled learners in
Botswana. The study sought specifically to understand teachers’ perspectives through:
(1) their conceptualisation of disability and inclusion; (2) their views on educational
placement for disabled learners; and (3) their views on the types of support necessary to
facilitate inclusion of disabled learners. Participants were drawn from two mainstream
primary schools with special education units. Both schools were from the southern
region of Botswana. Using stratified sampling technique, eight teachers, four from each
school were selected to participate in the study. The aim of using this strategy was to
arrive at a final sample of four special education teachers and four ordinary teachers in
order to ensure diversity of opinions. In-depth semi-structured interviews are used to
collect information from the teachers. The data collected is analysed according to the
themes and sub-themes that emerged. The findings indicate that teachers
conceptualised disability as embedded in the learner and disabled learners as a
homogeneous group. Teachers were also found to lack clear understanding of inclusive
education/inclusion.