Examining The Challenges of Providing Inclusive Education at Limkokwing University, Botswana

This study investigated the challenges of providing inclusive education at Limkokwing University. It sought to make some recommendations that can be used to help inclusive education to be successful at Limkokwing University. The study adopted the critical theory to help explore the challenges of providing inclusive education. It was noticed in this study that special needs students and lecturers from Limkokwing University face challenges of inclusive education. Qualitative descriptive research approach was used for the study. The data collection techniques used were document analysis, interviews, focus group discussions and observations to elicit information from the participants on the challenges of providing inclusive education at Limkokwing University. Semi structured questions were designed for both lecturers’ and students’ interviews. This was mainly done to allow all the participants (lecturers and students) to answer questions openly without limiting them and to express how they feel about the subject. Observation method was used to collect data from the students.

Findings from the study revealed that the University is given an opportunity to enrol special needs students every year and to provide them with relevant and quality education. However, the university does not have the relevant resources for the special needs students. They focus more on the normal students, making sure that they have relevant recourses. Therefore, special needs students face challenges on a daily basis that hinder them from successfully learning and acquiring the right skills. Inadequate learning resources compromise the quality of education. This has often resulted in low pass rate and students losing interest in their studies.

The study recommends that Botswana Qualification Authority (BQA) must monitor facilities, infrastructures, equipment and resources in general in all the universities that provide inclusive education to ensure that there are adequate. The study also proposes that relevant health authorities must come up with policies and procedures that are conducive for inclusive learning.