STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES?
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 abo...
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2022
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| Online Access: | https://bspace.buid.ac.ae/handle/1234/3447 |
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| _version_ | 1862980619013718016 |
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| author | Kuyini, Ahmed Bawa |
| author2 | Mangope, Boitumelo Major, Thenjiwe E. Koyabe, Bramwell Spar, Marina |
| author2_role | author author author author |
| author_facet | Kuyini, Ahmed Bawa Mangope, Boitumelo Major, Thenjiwe E. Koyabe, Bramwell Spar, Marina |
| author_role | author |
| dc.creator.none.fl_str_mv | Kuyini, Ahmed Bawa Mangope, Boitumelo Major, Thenjiwe E. Koyabe, Bramwell Spar, Marina |
| dc.date.none.fl_str_mv | 2022-12 2026-01-22T07:38:55Z |
| dc.identifier.none.fl_str_mv | 1021-559X https://bspace.buid.ac.ae/handle/1234/3447 |
| dc.language.none.fl_str_mv | en_US |
| dc.title.none.fl_str_mv | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| dc.type.none.fl_str_mv | Article |
| description | 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), this paper examines education policy, provisions, and outcomes for students with IDD in Botswana and proposes a different approach for improvement. The paper charts the history of special education provision, details policy and implementation issues that culminate in limited educational outcomes, including transition to further education/employment. The question of whether meaningful outcomes can be achieved for this cohort with current school arrangements and practices is deliberated. The accountability framework is used as a lens to argue for the articulation of policies and measures that would lead to improved school practices and outcomes. In adopting the accountability framework, an argument is made for caution about avoiding the market-driven dimension of accountability due to the risk of accentuating unequal outcomes and social injustice. The paper recommends the deployment of the framework in research as a first step to identify strengths and weaknesses with IDD education and enable the set-up of policy and implementation mechanisms for better outcomes. |
| id | budr_caab519607c200783761bb32daedd05c |
| identifier_str_mv | 1021-559X |
| language_invalid_str_mv | en_US |
| network_acronym_str | budr |
| network_name_str | The British University in Dubai repository |
| oai_identifier_str | oai:bspace.buid.ac.ae:1234/3447 |
| publishDate | 2022 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES?Kuyini, Ahmed BawaMangope, BoitumeloMajor, Thenjiwe E.Koyabe, BramwellSpar, MarinaInclusive 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), this paper examines education policy, provisions, and outcomes for students with IDD in Botswana and proposes a different approach for improvement. The paper charts the history of special education provision, details policy and implementation issues that culminate in limited educational outcomes, including transition to further education/employment. The question of whether meaningful outcomes can be achieved for this cohort with current school arrangements and practices is deliberated. The accountability framework is used as a lens to argue for the articulation of policies and measures that would lead to improved school practices and outcomes. In adopting the accountability framework, an argument is made for caution about avoiding the market-driven dimension of accountability due to the risk of accentuating unequal outcomes and social injustice. The paper recommends the deployment of the framework in research as a first step to identify strengths and weaknesses with IDD education and enable the set-up of policy and implementation mechanisms for better outcomes.2026-01-22T07:38:55Z2022-12Article1021-559Xhttps://bspace.buid.ac.ae/handle/1234/3447en_USoai:bspace.buid.ac.ae:1234/34472026-01-29T14:49:40Z |
| spellingShingle | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? Kuyini, Ahmed Bawa |
| title | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| title_full | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| title_fullStr | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| title_full_unstemmed | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| title_short | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| title_sort | STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY IN BOTSWANA: HOW CAN ACCOUNTABILITY FRAMEWORK SUPPORT BETTER EDUCATIONAL OUTCOMES? |
| url | https://bspace.buid.ac.ae/handle/1234/3447 |