Abstract:

The purpose of this exploratory mixed methods study was to investigate perceptions of Post Graduate Diploma in Education (PGDE) student-teachers of the University of Botswana towards inclusion of learners with Special Educational Needs (SENs) in regular schools. We were also interested in a) the level of preparation and confidence associated with inclusion of learners with SENs in regular secondary schools in Botswana and (b) the effectiveness of an introductory awareness course in preparing PGDE students in including learners with SENs, c) suggestions for improving the course. Data were collected using self-administered questionnaire that contained both Likert scale and open ended questions. Forty-seven out of 50 PGDE student teachers participated in this research and completed a questionnaire at the beginning and at the end of an introductory course on special education. Both descriptive and inferential statistics were carried-out to find the differences in their beliefs towards inclusion of learners with SENs in the regular classrooms. Findings indicated that there was a significant difference in the students’ attitudinal scores towards inclusion of learners with SENs between pre-and post-teaching.  

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