000			01942nam a22002657a 4500
003			ZW-GwMSU
005			20210428144158.0
008			210428b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aShumba, Alom _eauthor
245	1	3	_aAn evaluation of policies and programmes related to children with disabilities in Botswana/ _cAlom Shuma
264			_aPretoria: _bUnisa Press and Routledge, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 6 , number 1 ,
520			_aGlobally, most children with disabilities are neglected by society. Research shows that the majority of the world's 450 million people with disabilities are found in developing countries (Sullivan and Knutson, 1998 and 2000). This study seeks to: (a) identify available programmes of education and policies that are aimed at helping children with disabilities in schools; (b) determine the nature of services that are available to disabled children in schools; and (c) determine some strategies that the government and society can use to help children with disabilities in Botswana schools. A qualitative, explorative and contextual research design was used for this research. Data were collected using a document analysis from the Revised National Policy of 1994, in which the Special Education Policy is set out; the Botswana Population Census of 1991; and the Botswana Centre for the Disabled News Letter of 1999. Researchers collected data from these documents by making detailed notes. The study found that there are too few schools, and inadequate facilities, for children with disabilities in Botswana.
650	4		_aEvaluation
650	4		_aPolicies
650	4		_aProgrammes
700	1		_aTaukobong, Ethel _eauthor
856			_uhttps://doi.org/10.1080/18146620902857558
942			_2lcc _cJA
999			_c156793 _d156793