Abstract

Unless the education system in Botswana begins to adopt and apply sustainable inclusive education practices to cater for all, the objectives of having sustainable development will remain an absolute nightmare. This paper registers that there is a strong affiliation amongst the prevailing global dialogue on Education for Sustainable Development and Inclusive Education. As such, in order for any nation to be seen to be having a relevant and quality education, its education system should be seen to be inclusive. The role of education in advancing the global dream of sustainable development which of late is also marshalled at all levels of education cannot be overemphasized. Utilizing the conceptual approach to research, this study probed into practices and processes in place at learning institutions in Botswana that relate to supporting diverse learners. As such, the purpose of this paper is to intrinsically investigate how inclusive education can be made practical in Botswana with a view to mainly come up with feasible strategies that could be used to accommodate all learners. Literature reveals that the impending issues restraining functional implementation of inclusive education in Botswana include; educators lack of deeper understanding of the ideals of inclusive education along with their negative attitudes to LWD,s, the shortage of critical resources and disability friendly institutional environments. The study ends by recommending to policy makers to support curriculum developers in designing holistic and relevant school curricular that includes transformative educational & teaching approaches.

Keywords: Inclusive education, Education for Sustainable Development, Pedacogical Content Knowledge, Teacher development, Ddisability