Exploring the experience of inclusion of students with disabilities in Botswana’s institutions of higher education
Moswela E. Mukhopadhyay S.
2026Routledge
Disability and Society
2026#41Issue 3720 - 747 pp.
There is growing recognition of inclusive higher education as a crucial matter, particularly concerning students with disabilities. This development is attributed to Disability legislation, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), and Sustainable Development Goal 4, which focuses on ensuring inclusive and equitable quality education for all. The research investigated the inclusion of students with disabilities in Botswana’s four higher education institutions, utilizing qualitative research methodologies to capture their experiences. The study approached the issue of inclusion in higher education from a social model perspective, aiming to shed light on how societal and systemic factors shape the experiences of students with disabilities. It identified several key themes related to the inclusion of students with disabilities, including disability identity, policy implications, accessibility and participation, classroom strategies, technological integration, and curriculum accessibility.
Botswana , higher education , Inclusive education , qualitative research , students with disabilities
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Disability Support Services Unit, University of Botswana, Gaborone, Botswana
Graduate School of Education, Nazarbayev University, Astana City, Kazakhstan
Disability Support Services Unit
Graduate School of Education
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Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026