
Boitumelo MangopeUniversity of Botswana | UB · Department of Educational Foundations
Boitumelo Mangope
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16
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Skills and Expertise
Publications
Publications (16)
This study explored the experiences of inclusion and exclusion of African academics in Norway in various sectors of the society and their participation in these sectors. Using a mixed method research approach, 166 African academics completed a 20-item questionnaire entitled Perceived Exclusion Scale (PES) and two open-ended questions about their me...
Inclusive schools have become the hopeful contexts to support the empowerment of students with intellectual and developmental disability (IDD) through measures more likely to guarantee meaningful school outcomes. Following in the footsteps of the UK SEN Policy Research Forum’s recent publication about the accountability framework for education (AFE...
The implementation of inclusive education continues to pose challenges to teachers world-wide and Botswana is no exception. This study aimed to explore the teaching competencies general education teachers in Botswana primary schools perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 116 general...
Inclusive education in the context of Botswana involves addressing the barriers that prevent students with disabilities from fully participating in the activities of the general education schools. A lack of understanding often exists among general education teachers in relation to the implementation of inclusive education in general education class...
Educational placement for children with disabilities remains a controversial issue facing the world today characterized by paradigm shifts in the conceptualization and practice of education for learners with disabilities, ranging from 'Mainstreaming' and 'Integration' to 'Inclusion'. One would have thought that through conceptualization shifts, lea...
A review of educational policies and procedures in Botswana reveals that inclusion of learners with special educational needs (SENs) in regular classrooms is currently the main policy and school practice. However, there are variations in the way inclusion is being practiced and implemented throughout the country. The purpose of this present study w...
Teaching practice (TP) remains one critical means of exposing student teachers to actual classroom experiences with a view to equip them with the needed pedagogical skills. The voice of the student teachers is vital in order to understand their experiences in the field as a way to ensure better outcomes for current and future teacher trainees. Usin...
The study aimed to explore the teaching competencies teachers in Ghana perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 163 regular school teachers from two geographic regions of Ghana completed a 14-item questionnaire titled Perceived Competencies for Inclusive Teaching Scale and an open-end...
The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in...
Universities and colleges of education all over the world are experiencing student
populations who bring diverse values and experiences into the learning environment.
Student affairs professionals are faced with the challenge of accommodating each student’s
unique needs. This paper intends to address the essentiality of multicultural competence
in...
Universities and colleges of education all over the world are experiencing studentpopulations who bring diverse values and experiences into the learning environment.Student affairs professionals are faced with the challenge of accommodating each student’sunique needs. This paper intends to address the essentiality of multicultural competencein stud...
This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during t...
The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and attitud...