Botswana Teachers Found To Have Negative Attitudes Towards Disabled Students

Attitudes towards students with disabilities are important in the quest for a non-prejudicial classroom worldwide. In Botswana, Chhabra, Simmi, Srivastava, Ramma, Srivastava, and Ishann (2010) published an article that explored these perceptions in the Journal of Disability Policy Studies in March. The purpose of the study was to identify the perceptions and attitudes of teachers toward the inclusion of students with disabilities in the classroom. The study concluded that teachers in Botswana have a negative attitude toward inclusion education and having children with disabilities in their classroom. Significant correlation was noticed between attitudes and concerns (r-323).


The study found that many teachers felt under prepared in the classroom when it came to teaching students with disabilities and they were actually fearful to attempt to work with them. The authors found displays of anger, frustration, and several negative attitudes toward inclusive education and the authors believe that these kinds of attitudes could lead to lower academic standards and social unrest in the classroom. Though Botswana has a low social economic population, the same kinds of attitudes can be found at some degree even in more modern countries that have a firmer grasp on inclusive education. Teacher education toward inclusive education and policy changes at higher administrative levels was suggested.


Chhabra, S., Srivastava, R., & Srivastava, I. (2010). Inclusive Education in Botswana:

The Perceptions of School Teachers. Journal of Disability Policy Studies, 21(1), 219-228. doi:10.1177/1044207309344690.


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