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What is Functionings

Social, Educational, and Cultural Perspectives of Disabilities in the Global South
Things that an individual may value and have a reason to value.
Published in Chapter:
Institutional Dynamics and Support for Students With Disabilities in Botswana's Technical Vocational Education and Training (TVET) Colleges
Macdelyn Khutsafalo Mosalagae (University of Witwatersrand, South Africa)
DOI: 10.4018/978-1-7998-4867-7.ch002
This chapter focuses on the dynamics surrounding inclusionary practices in Botswana's TVET institutions and how these impact on the experiences of students with disabilities. The chapter draws from interviews conducted for a doctoral study informed by the capability approach. The researcher argues that the nature of institutional support can produce enabling and constraining features within the structure and relations at hand. Support for students in TVET is of importance despite aspects such as inadequate resources and untrained personnel on disability matters. The chapter also focuses on the contradictions that have marked the education of students with disabilities. In particular, academics have different perceptions of inclusion and what constitutes good practices of the appropriate inclusion for students with disabilities. A group of 17 students with mild intellectual disabilities formed part of the participants, and the study used in-depth interviews for data collection.
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