THE RIGHT TO INCLUSIVE EDUCATION IN BOTSWANA: PRESENT CHALLENGES AND FUTURE PROSPECTS

Abstract

For many years children were prevented from enjoying their rights. They were regarded as ‘… [mere] recipients of welfare rather than holders of specific rights’.1 This conception has left children vulnerable to exploitation without human rights safe-guards. While all children are vulnerable, those with disabilities are exposed to increased vulnerability on account of negative traditional beliefs,2 societal stereotypes, stigma and ignorance. This article proceeds on the assumption that equipping children with disabilities with necessary education and skills through inclusive education will go a long way in ensuring both their personal and socioeconomic development. It argues that the delivery of inclusive education to learners will be more effective if done through a human rights model. Through this model, the inherent equality of all people is recognised regardless of differences, abilities or disabilities. The article argues that despite the fact that inclusive education has gained immeasurable currency in modern pedagogy, Botswana has not done enough to cater for the education needs of children with disabilities and address the challenges that they face.