This article explores similarities and differences in Botswana and Zimbabwe elementary
school principals’ understanding of what inclusive education involves. Using a cross-site
case study research design, fifteen principals in the two countries’ urban, semi-urban and
rural areas were interviewed while naturalistic observations were also carried out at each
school. Findings indicate no differences between the two countries as the principals were
familiar with the concept of inclusive education and were favourable towards including
learners with disabilities. However the increased visibility of students with disabilities in
primary schools seems to overshadow other learners with various vulnerabilities. Inclusion
seemed to present more complex challenges for the rural principals. Infrastructure in underresourced
rural and semi-urban schools was said to be denying children with disabilities
access to learning. The principals, whether urban or rural, preferred to include learners with
mild disabling conditions for whom they still expected greater social than academic
inclusion.