Essential transition components and curriculum for students with disabilities to access postsecondary education in Botswana

Abstract

Postsecondary education participation is crucial for successful transition to employment, consequently leading to self-reliant and productive lives especially for students with disabilities (SWDs). This study was conducted to examine teachers’ perceptions of pertinent transition components and the significance of the curriculum in promoting a smooth transition to postsecondary education for SWDs. Quantitative research using a cross-sectional survey was conducted with 258 participants. Determination of significant differences among distinct groups of teachers was based on Kruskal–Wallis tests with Mann Whitney U tests run as follow-up to identify where differences existed between groups. Generally, participants agreed, among others, that a written plan, variety of activities, academic and functional skills, and involvement of students’ parents/families in the transition process were essential transition components. However, participants disagreed about the relevance of mathematics, science, English and Setswana languages, and optional subjects in promoting successful transition to postsecondary education. Participants also varied on the extent to which they agreed and disagreed with transition components and coursework, respectively, in promoting a smooth transition process. It is therefore recommended that secondary teachers engage in professional development activities to minimize disparities in transition understanding and enhance their transition knowledge and competencies, thus facilitating successful transition of SWDs to postsecondary education.

Keywords:

• Botswana
• curriculum
• post-school outcomes
• postsecondary education
• students with disabilities
• transition

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2292833.

Additional information

Notes on contributors

Goitse B. Ookeditse

Goitse Ookeditse is a lecturer in the Department of Educational Foundations (EDF) at the University of Botswana. He has over10 years of experience in higher education. His work as a lecturer offers him immense satisfaction and great happiness. Reflecting on the uneasy moments with his students specializing in visual impairment teaches him how to manage difficult and challenging situations in life. His research interests include career development and transition planning and programming for students with disabilities as well as orientation and mobility programs for individuals with visual impairments. He also serves in various committees in the University of Botswana and in different organizations and capacities in the community concerning disability issues.

Neo J. Molemane

Neo Molemane is a special education graduate of the University of Botswana. He holds a Bachelor of Education (Special Education), with majors in mathematics and visual impairment. As a student, he participated in functional and learning media assessments of students with visual impairment and worked alongside some of his lecturers and as a supplementary instruction leader in mathematics for social science courses. He also participated in teaching practice in a primary school with a special unit for students with visual impairment. These experiences provided him with insights of working with students with disabilities and diverse learning abilities. He is currently planning to apply for a graduate program to further his knowledge in the field of special education and pursue a career in research.