The country of Botswana has passed laws to support the human rights of their citizens.
In accordance with the UN’s guidelines, Botswana’s human rights initiatives, and the
international movement towards inclusive education, inclusive educational reform is taking
place. In this ethnographic study, the researcher has examined the inclusive practices currently
in place to support junior secondary students with learning disabilities (LD) in Gaborone,
Botswana over a four-month period. Participants included administrators, general and special
education teachers, and students with LD. The themes of routine, academic activities, classroom
life, and accommodations for students with LD emerged upon analysis and are discussed in
detail. In addition, the themes of school culture, policy implementation, and dissemination
emerged from interviews and observations of teachers and administrators and are discussed in
detail. Implications for practice and recommendations are provided, based upon the current
status in this one school observed, for consideration of further supports for junior secondary
students with LD in Botswana.