Perceptions of University Lecturers on Strategies Used to Teach Students with Disabilities at Ba Isago University, Botswana
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Date
2023
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Lead City University Ibadan
Abstract
Worldwide, effective implementation of principles of inclusive education within the higher education
sector remains dire. Nonetheless, the purpose of this study was to explore perceptions of university
lecturers on strategies employed to teach students with disabilities. Mezirow Jack (1981)'s
transformative learning theory underpinned the study. A qualitative research approach which utilises
the constructivist paradigm was adopted. The chosen population comprised lecturers from a university
in Botswana. Purposive sampling procedures were employed to select those who regularly sought
guidance from the department of Psychology, Special Needs Education and Counselling department on
the inclusion of affected students. Focus group discussions were conducted to collect relevant data.
This was analysed thematically. The study established that there were several students with disabilities
across all faculties. These periodically received counselling services from the department of Student
Support and Welfare Services to cope with their conditions. To specifically accommodate those with
residual vision, enlargement of font size on written sources was prioritised while augmentative and
alternative communication skills were adopted to cater for the hearing impaired. However, efficient
service provision was affected by lecturers' limited knowledge of suitable teaching instruction and
shortage of assistive devices, amongst other factors. One of the major recommendations of the study is
the development of higher education policies that are more specific on strategies to be employed when
teaching students with disabilities in inclusive settings.
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Keywords
Inclusive education, strategies, students with disabilities, teaching, university