18 Sep 2023

Research has shown that most learners with intellectual and developmental disabilities are marginalised despite available programmes and policies.

Results, had shown that generally students in the special units had limited transition opportunities to various pathways, such as vocational training centres, community as well as employment.

Speaking during dissemination of research findings event in Kanye on Thursday, Dr Boitumelo Mangope from UB highlighted that they conducted a research with the aim to develop an evidence based transition framework, to guide stakeholders in implementing transition programmes from school to work for the disabled learners.

UB in partnership with Michigan State University, University of Royal Melbourne Institute of Technology and University of Education, Ghana conducted the research.

However Dr Mangope said the findings had shown that despite the limited opportunities, there were some positive initiatives in the schools which supported students’ transition as well as factors that contributed to limitations.

She said teachers, parents and pupils were engaged in collecting data, adding that a number of challenges that affected the people with disabilities  partake in the mainstream economy were identified. Dr Mangope said that the research had shown that the education system was not focused on individual learners.

He said learners with diabilities should  needed to have individual tailor made education programmes 

She said that parents indicated that they were not included in their children’s education, noting that they were never engaged by schools to find better ways to educate such students.

On the other hand , she said parents were also not doing enough to ensure that their children received the best education, as most of them do not play a role in their children’s education. 

Dr Mangope said there was shortage of specialised teaching equipment as well as teachers trained on special education.

She also highlighted that some schools do not have a conducive environment for the learners with disabilities.

For example, she said some school did not have ramps where those on wheelchairs could access school facilities.

“We have realised that some do not go to gardens something that  denies them the opportunity to learn,” she added.

She said the research recommended for review of education policy and inclusion of guidelines that articulated clear transition pathways and collaboration structures for students with intellectual development disability.

Dr Mangope highlighted there was  need to adopt a one service model for provision of services to people with disabilities, noting that it would minimise duplication of services and confusion as to where they should access various services.

The government, she said should take the lead by  the employing  people with disabilities.

Further, she said collaboration among stakeholders should be intensified and highlighted the need for capacity building for all key stakeholders on role clarification as well as issues of special needs.

For his part, education director in the Southern Region, Mr Acronews Maseko condemned the discrimination of people living with disabilities. 

He said the research came at the right time, where the government was calling all Batswana to change their mindset.

“The thinking that people with disabilities belong to charity organisations and that they could not acquire knowledge and work for themselves should change,” he added.

Mr Maseko said the research results would afford Batswana an  opportunity to learn more about challenges faced by those living with disabilities. 

“Special unit children have different talents and the research findings would help us to understand them and include them in the mainstream economy,” he said.

Chief Education Officer, Ms Barulaganye Moseki said those living with disabilities had been side lined for a very longtime due lack of data, noting that the research findings would hopefully open doors for them. Ends