Mosalagae Macdelyn, Bekker Tanya L
Department of Studies in Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa.
Afr J Disabil. 2021 Oct 22;10:790. doi: 10.4102/ajod.v10i0.790. eCollection 2021.
Despite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana's Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent.
This study explores students with mild intellectual disabilities' experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach.
A phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data.
It was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses.
These negative experiences hinder students' achievement by limiting their capabilities.
尽管博茨瓦纳政府致力于实现全民包容，但该国技术与职业教育培训（TVET）机构中残疾学生的入学情况在实践和实施方面仍充满混乱。排他性而非包容性的做法仍然普遍存在。
本研究运用能力方法的关键概念，探讨轻度智力残疾学生在TVET机构中的包容或排斥经历。
采用现象学解释性定性设计。便利选取了博茨瓦纳一所为残疾学生提供课程的政府技术职业机构。基于他们是轻度智力残疾学生这一标准，从该机构中有意选取了14名学生。采用个人访谈作为数据收集方法，以使参与者能够讲述他们在TVET机构中的包容或排斥经历。运用主题内容分析法对数据进行分析。
研究发现，虽然轻度智力残疾学生有机会在TVET机构入学，但他们面临社会和认知排斥、蓄意边缘化、标签化以及情感虐待。
这些负面经历通过限制学生的能力阻碍了他们的成就。
