摘要：This qualitative case study was designed to investigate teachers' perceptions of the impact of inclusion of learners with special educational needs on their classes and the practice of inclusive education in Botswana. Thirty-six teachers from six primary schools of the South Central Region of Botswana were engaged in six focus group discussions. Focu s group discussions were triangulated with document analysis, classroom observations and access-audit to get an insight about the school and classroom practices. Findings revealed that majority of the general education teachers was not familiar with the concept of inclusive education and did not fully support it. Teach ers preferred to include learners with mild disabling conditions compared to learners with severe disabling conditions. Teach ers primary concerns were inadequate training, lack of resources, and high student-teach er ratio as barriers to the successful implementation of inclusive education in Botswana
关键词：inclusive education; Bostwana primary school teachers
