INTERVENTION FOR STUDENTS WITH READING DIFFICULTIES IN INCLUSIVE CLASSROOMS: BOTSWANA TEACHERS' PRACTICES

Abstract

Reading remains one of the essential skills in education. However, reading performance in Botswana is
a serious concern for all stakeholders. Nevertheless, teachers and learners are inundated with challenges
which impede effective teaching and learning. As a result, Botswana Government continues to invest
in learning and teaching reforms to enhance learner- performance. The purpose of this study was to (i)
explore the structure of learner-grouping intervention strategies (LEGIS) used in teaching English
reading in Botswana public primary schools and (ii) establish how primary school teachers teach
learners with difficulties, and to (iii) examine their attitudes and knowledge about inclusive education.
Employing a qualitative research approach, six teachers were engaged in a focused group and in-depth
structured interviews. Data were analysed using the AQUAD 7 software. The findings revealed that
five of the six had a positive attitude towards inclusive education as well as knowledge and
predominantly used mixed-ability grouping