Consider educational practice in your country.

Do you see a tendency to accept ALL

students of a certain age or grade level? Or are students not being accepted because of

certain physical or cognitive conditions, or race/ethnicity? Examine the implications

and consequences of acceptance and non-acceptance.

Educational System in my country

I am a citizen of Botswana in the continent of Africa. Our education system was established

by the missionaries and colonies as there was a language barrier between the two parties and

for them to solve it was to introduce school so as for the locals to learn english which was

one of our official languages. As the government of Botswana took over the education

system, they visualized an inclusive form of education, which was different from the

missionary systems. According to (Makwinja, 2017) this attempt of the system was to unite

the nation and maintain peaceful co-existence. Then this lead to the formulation of national

policy on Education which entangled inclusive education and classroom diversity.

Inclusive education and special education carters to physical and cognitive challenged people.

In some schools, there are classes that are allocated to the said students and there are some

departments that are responsible to them. All the said discussion shows that our system really

accepts students with certain physical or cognitive conditions.

Implications of accepting all

There are many challenges that are associated with accepting all students with the said

challenges. For some teachers, it is difficult to teach children with special needs in an

inclusive setting. It is crucial that teachers who are given such students should be trained for

that specific need. (Martin2, 2021) said, education should enhance teachers who teach

children with learning disabilities and also create awareness in the society to accept children
with special educational needs. Therefore, there is a need to introduce comprehensive special

needs education in all teacher professional development programs. In the Botswana system,

there are teachers who specialized in special education needs. In most cases, teachers who

have trained for that do not disclose that they have done it as a way of running from their

responsibilities. (Abosi, 2005), emphasized this by saying that some teachers go to extent of

concealing the fact that they are special needs educators for fear of given students those

challenges.

Curriculum Formation

The other challenging factor is curriculum, the formulation of the curriculum is not

specifically created for people with learning disabilities. The curriculum that is used to teach

inclusive classes is not equally assessed and it does not cover all the needs of all students.

Special needs students usually lag behind their peers without any needs. As teachers, we are

now the ones who are left with the burden of accessing the said curriculum to find out

whether it suits the learners. Assessing students with special needs is also a challenge to the

school authorities as I have experienced in schools with special needs when they go through

the assessment process there is a need for more labour as there is a need for an invigilator, the

one who records the exam and the other who examine the process. According to This has

then become difficult to exercise as special education has been more theoretical than been

exercised. The main barriers are implementation and assessments.

Lack of resources is the other implication of accepting people in need. The infrastructure of

most schools is designed for people without any special and this becomes a frustration to the

students as their needs are not met. In his argument (Tukur, 2014) said there is a need to

provide a school setting that will accord children with special education and an enabling

environment, rather than making the children with disabilities fit into specific educational or
school settings The students with hearing problems suffers most also as the teachers need to

cater for all students in alignment with the given timetable which she has to follow. Attending

such a student after the lesson is not that fruitful as the student will lag behind. The shortage

of teachers is one of the impacts on the learning process of the students.

Implications of none acceptance

Even though there are implications of accepting them, there are also some implications of not

accepting students with challenges. These students already have a problem with their physical

and cognitive appearances so the system does not accept them it may cause a problem of

themselves not accepting their status. None acceptance of these students is violating their

right to education as they have right as any other students. There are some organizations that

are engaged to help these people to have access to education as other Inclusiveness is the

integration or incorporation of children with disabilities in the mainstream special education

system.

If these people do not go to schools it put them in danger of being exposed to harsh

conditions of being abused at home and as they are not informed they do not know the right

procedures to follow to curb the mistreatment they are facing. It can also expose them to

poverty and the government has to spend a lot of money taking care of them.

In conclusion, each and everyone is entitled to education

References
Abosi, C. O. (2005). Early childhood education of children with disabilities in Botswana. frican Journal
of Special Education,, 33-40.
Makwinja, V. M. (2017). Jounal of International Educational Research. Rethinking Education.

Martin2, F. C. (2021). ISSUES AND CHALLENGES IN SPECIAL EDUCATION: AQUALITATIVE ANALYSIS

FROM TEACHER’S PERSPECTIVE.

Mongwaketse, M. E. (2011). Implementing Inclusive Education In Botswana Primary Schools:.

Tukur, J. K. (2014). View of teachers and education officials. Challenges of Providing Special
Education to People with Difficulties .

UNESCO. (2009). Sub- Education Policy: Review Report: Inclusive Education.