The overall conclusion from the present study is that access and participation in HE for students with disabilities in Botswana is limited by lack of policy, infrastructural facilities, negative attitudes and inadequate funds. These findings are similar to those of studies done in southern Africa (Chataika 2010; Howell 2006; Howell and Lazarus 2003; Matshedisho 2007; Nkoane 2006). It is important to note that the study used the students’ own subjective perceptions of their learning climate. There was no attempt to check faculties’ opinions or peers’ views on access and participations of students with disabilities in HE. In spite of the shortcoming, this research presents the factors that hinder success of inclusion of students with disabilities in higher education in Botswana.
The present research suggests that there is a need for comprehensive policy on examination, instructional accommodations and improving physical structure to access venues. Furthermore, intensifying disability awareness training for staff and students as well as more funding allocation would enable the unit to functionally opti- mally. The findings also suggest that it is important to involve students with disabili- ties while developing policy guidelines. The sharpest challenge to the existing ideas about disability is the argument that disability is not viewed as a form of ‘social oppression’ in the context of Botswana. On the contrary, the benevolence legacy is still a prevalent model that shapes educational discourses for students with disabilities in HE. One point that needs to be underscored is that when focusing on recommenda- tions on educational support, students with disabilities should be consulted. This would help HEs to be proactive in meeting the needs of the students. Overcoming the challenges facing students with disabilities in HE calls for a strong political will to implement inclusive education at all levels of education in Botswana. This would mainstream disability...