RESEARCH INTO THE EFFECTS OF INCLUSION ON ALL CHILDREN IN
PRIVATELY OWNED INTERNATIONAL SECONDARY SCHOOLS IN BOTSWANA
by
Edmore Muhlanga
An Applied Research Proposal Presented in Partial Fulfillment
Of the Requirements for the Degree
Master of Education
University of the People
Dr. Javier Lozano
March, 2023
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Table of Contents
INTRODUCTION .......................................................................................................................... 5
Context ............................................................................................................................................ 5
Statement of the Problem ................................................................................................................ 5
Rationale ......................................................................................................................................... 7
Prior Interventions .......................................................................................................................... 7
Research Questions ......................................................................................................................... 8
Significance of the Study ................................................................................................................ 8
LITERATURE REVIEW ............................................................................................................... 8
Putting Inclusion into Perspective .................................................................................................. 9
Support for Children with Special Needs ................................................................................. 10
Benefits of Inclusion…………………………………………………………………………11
Teaching Techniques for inclusion…………………………………………………………...12
Summary ....................................................................................................................................... 13
METHODOLOGY ....................................................................................................................... 14
Purpose of the Study ..................................................................................................................... 14
Research Questions ....................................................................................................................... 14
Study Population ........................................................................................................................... 15
Population Justification............................................................................................................. 15
Intervention ................................................................................................................................... 15
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Intervention Plan ....................................................................................................................... 16
Sources of Data ............................................................................................................................. 16
Instrumentation ......................................................................................................................... 17
Research Procedure ....................................................................................................................... 17
Soliciting Participants ............................................................................................................... 18
Informed Consent...................................................................................................................... 18
Data Collection Procedures....................................................................................................... 19
Ethical Considerations .................................................................................................................. 21
Considerations During Data Collection .................................................................................... 22
Considerations of Researcher Bias ........................................................................................... 23
Summary ....................................................................................................................................... 24
DATA ANALYSIS AND RESULTS ......................................................................................... 255
Data Analysis Procedure ............................................................................................................... 25
Validity and Reliability ............................................................................................................. 26
Results ........................................................................................................................................... 26
Descriptive Findings ................................................................................................................. 27
DISCUSSION AND CONCLUSION .......................................................................................... 28
Outcome Analysis ..................................................................................................................... 28
Learning Themes ...................................................................................................................... 30
Implications............................................................................................................................... 30
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Conclusion .................................................................................................................................... 31
APPENDIX A……………………………………………………………………………………32
APPENDIX B………………………………………………………………………………….34
REFERENCES ............................................................................................................................. 35
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INTRODUCTION
Purpose of the study
The purpose of this study was to investigate the effect of inclusive education on academic
performance of diverse learners at English medium international secondary schools in Botswana.
Historically, children with disability would either be excluded from school completely, or if
included, they would be in a special school for the disabled. Now the situation in Botswana
schools is shifting more towards inclusion. The purpose of this study was to investigate the effect
of such inclusion on children’s academic life, and performance. The study was conducted to
establish if inclusion has direct effect on academic performance for all children involved.
Context
The study was conducted at Kidz Academy International English medium school. Kidz
Academy is a full school that enrolls students for pre-school, primary, junior secondary and high
school. It therefor enrolls children from the age of 3 to 4 years who then graduate from school at
18 to 19 years of age. It is a multiracial school, with various kinds of diversity in the classroom
that range from race, color, socio-economic background, culture, language, religion and of late,
gender / or sexual orientation, and disability. The school has a total enrollment of 653 students of
which 53% are girls and 47% are boys. The school has a total of 49 teachers and 21
administrative and ancillary staff.
The school offers local curriculum together with an international Cambridge curriculum
up to International General Certificate Secondary Education (IGCSE) and Advanced level. This
study targeted students enrolled in the IGCSE program with ages ranging from 12 to 18 years. A
sample of 20 students was used for this study. 100% of the students have access to cellphones at
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home and laptops and computers at school. The school policy does not allow use of cell phones
during class time.
Statement of the problem
When Botswana gained independence from the British colonizers, the majority of schools
were owned and managed by government either directly or through local authorities (councils).
Children in need of special education (mainly the disabled) went to special schools for the
disabled from pre-school to primary school. However, in the past few decades, Botswana has
witnessed the sprouting of many privately owned English medium primary and secondary
schools that embrace various forms of classroom diversity and inclusion. Today’s classrooms
have such diversity as race, color, socio-economic background, culture, language, religion and of
late, gender / or sexual orientation, and disability.
The problem is lack of awareness and proper planning for diversity and inclusion among
educators and education administrators. The challenge is awareness and appropriate planning for
such kind of diversity and inclusion in such a way that instructional techniques yield the desired
educational outcomes for all children irrespective of their background. The current challenge that
we face is fighting stigma formally associated with the “disadvantaged minority” groups and
ensuring that they achieve academic success within a regular classroom set-up.
The challenge of classroom diversity and inclusion affects educators, students, and the
school community at large. Educators are at the shop floor and have to deal with student-student
and student-teacher interactions at classroom level. It is at this level that issues of equality,
mutual respect and tolerance have to be dealt with for the benefit of every student. This begins
with a change in the teacher’s mind-set and tolerance of diversity. Most teachers in the system
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today received training for the regular classroom hence have limited skills to deal with diversity
and inclusion of students with special needs. The majority of students come from some pockets
of “homogenous” communities that are devoid of the kind of diversity they encounter at school
and in the classroom. There is therefore need for them to adjust to school life that is very
different from the communities they come from. Parents and other school stakeholders need to
be aware of the diversity that exist in schools and be prepared to accept its impact on their
children.
Rationale
Traditionally, “minority” groups (including the disabled) were exposed to increased
vulnerability on account of negative traditional beliefs, societal stereotypes, stigma and
ignorance (Obonye, 2014). With the advent of inclusive education, these minority groups are
now part of mainstream education. There is a need for school administrators and educators to
plan for modifications and accommodations for inclusive education.
Prior interventions
Botswana has introduced some policies that seek to address issues of inclusion in
education. This is evidenced by incorporation of such skills for in-service training of teachers.
However, very little has cascaded down to the actual classroom. According to Dart, (2007),
while the situation is expected to improve soon as more and more teachers that received training
on special needs children enter the classroom, NGOs are already providing the greatest support
for children with special needs. At the time of conducting this research, no similar prior
intervention had been conducted in Botswana.
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Research questions
The objective of this research was to investigate the effects of inclusion on all children in
private/international secondary schools of Botswana. The research was conducted to answer the
following questions:
i.
What effect does an inclusive environment have on the academic performance of
students?
ii.
What is the perspective of parents on the appropriateness of an inclusive classroom for
their child?
Significance of study
This study is significant in that it will enlighten all education stakeholders on what
inclusive education is and how it effects or impacts on children and the school community.
Inclusive education means all children in the same classrooms, in the same schools. It may mean
real learning opportunities for groups that were traditionally disadvantaged and/or excluded. This
does not only refer to children with disabilities, but diverse minority groups that include speakers
of minority languages too. Results and recommendations of this study may aid in resolving
issues of inequality, social exclusion, stigmas, stereotypes, poverty and other forms of exclusion.
One of the research outcomes is to come up with intervention plans and instructional
technique recommendations for inclusive classrooms. The study shall therefore benefit all
students, teachers and parents in an inclusive classroom environment.
LITERATURE REVIEW
The purpose of this study was to investigate the impact of inclusive education on
academic performance and achievement of diverse learners at English medium private and/or
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international secondary schools in Botswana. The study targeted inclusion of students with
special needs such as students with disabilities (SWDs), other forms of special needs such as
cultural and linguistic diversity (CLDs) and gender identity disorders (GID).
At least six scholarly articles on inclusion in Botswana and globally were searched from
different sites reviewed. The search for literature was guided by such questions as: what is
inclusive education? What are the benefits of inclusive education? What is the impact of
inclusive education on SWD and regular or typical students? What are the parents’
perspectives about inclusion? and, how are educators prepared or equipped to deal with
inclusion in the classroom? Articles selected included similar research study results and reports
on inclusion that were written between 2002 and 2020.
The literature review was then organized according to underlying themes such as
definition of inclusion; support for children with special needs; benefits of inclusion and teaching
techniques for inclusion.
Topic review
Putting inclusion into perspective – defining inclusion
Whilst Kartz & Mirenda (2002) do not define inclusive education, they rather focused on
defining terms like education and teaching, UNESCO (n.d.) defined an inclusive education as a
system that addresses ‘the needs of all, including those with special educational needs, regardless
of their gender, life circumstances, health, disability, stage of development, capacity to learn,
level of achievement, financial or any other circumstances.’ Save the Children (2016) defines
inclusive education as education that enables all children to learn together with support for their
individual needs. The general agreed definition of inclusion is that when children with special
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needs learn together with other children in a general classroom (Dart, G., 2007, Kefallinou, A.,
Symeonidou, S. & Meijer, C. J. W., 2020).
This study defines inclusion as when students with special needs such as students with
disabilities (SWDs), other forms of special needs such as cultural and linguistic diversity (CLDs)
and gender identity disorders (GID), are taught in a regular classroom together. This is the most
common scenario in Botswana private primary and secondary schools.
Support for children with special needs
For students with special needs (like the ones outlined above), to be included successfully
in a regular classroom, government, local and school authorities should provide appropriate
support infrastructure. UNESCO, (n,d) outlines government policies, laws, plans and programs
that were put in place by the Botswana government to support inclusion. The major highlight is
the 2011 inclusive education policy that was launched in 2013. The aim of this policy is to
introduce an inclusive education system that provides relevant and high-quality education to all
children, young people and adults in Botswana.
Dart, (2007) however claims that although government has put in place policy statements
to support inclusion, actual practice in the classrooms is still lagging behind. This is also
evidenced by the fact that preservice teacher training for inclusion has been initiated; however,
Botswana is still experiencing an acute shortage of specialist staff which in turn limits provision
of inclusive education support. Save the children (2016), also emphasize the importance of such
safety nets for the support of inclusive education.
UNESCO (n.d.) refer to supporting learning environments in terms of supportive school
infrastructure for all, teaching / instructional and assessment activities (accommodation and
adaptations) that are supportive for all students. ICT support, and preservice teacher training as
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relevant support for inclusive education. Other forms of support can be addressed towards
changing all stakeholders’ attitudes towards students with special needs or disabilities. Such
traditional negative attitudes such as stigma, stereotypes, segregation need to change and become
more accommodative and inclusive.
Benefits of inclusion
The reviewed sources all agree that there are benefits of inclusion for both SWDs,
students with special needs and regular students. Kartz & Mirenda (2002) stress that besides
academic benefits (literacy & mathematics / problem solving), students also get non-academic
benefits (eg. communication, motor skills, functional life skills). They argue that there are strong
links between social benefits of inclusion with academic benefits. Findings established a clear
relationship between social interaction with typical peers and achievement of individual
education plan (IEP) for children with severe disabilities. Cooperative learning (typical in
inclusive education) and social interactions improve communication and motor skills for children
with disabilities. Opportunities for interaction in an inclusive classroom can positively impact the
educational outcomes for children with disabilities (Save the children, 2016., Dart, 2007, Dupuis
et.al., 2006).
Research findings also stress that although inclusive education has advantages for social
and behavioral outcomes, no direct academic benefits have been proven. However, what has
been established is that interaction in inclusive classrooms improves gains in social outcomes
which in turn positively impact educational / academic outcomes. It is interesting to note that
research also shows that there are no negative impacts (like loss of time allocated to instruction)
for all students because of inclusion. Conversely, the typical student benefits academically from
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acting as a peer-tutor for a colleague with disability. Baker et al. 1994-95 as cited in Kartz &
Mirenda (2002) prophetically stated that:
As schools are increasingly challenged to serve a diverse student population . . .the concern is
no longer whether to provide inclusive education, but how to implement inclusive education in
ways that are both feasible and effective in ensuring schooling success for all children (p. 34).
Teaching techniques for inclusion
Research findings show clear evidence that Differentiated Instruction (DI), or what Kartz
& Mirenda (2002) call Parallel instruction is one of the most effective methods for including
students with disabilities. Research has shown that Differentiated Instruction or parallel
instruction, in which curricula, goals, methods, pace, or conceptual level of instructional
activities are varied according to individualized needs, is more used in inclusive classrooms than
special education classrooms.
There is also evidence of better and quality IEPs for children introduced to inclusive
education compared to the same IEPs for those in segregated classrooms (special education).
Further research findings show that direct instructional time takes a greater percentage of
inclusive classrooms as compared to special education classrooms (72% compared to 24%).
According to Kartz & Mirenda (2002), these are significant findings and provide important
information regarding the specific opportunities inclusive classrooms offer students with
developmental disabilities.
Kefallinou, Symeonidou, & Meijer, (2020), echo the same sentiments when they refer
to improving classroom practice. They argue that evidence from several studies agrees that “what
is good for pupils with special educational needs is good for all pupils” (European Agency 2003,
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p. 4 as cited in Kefallinou, Symeonidou, & Meijer, 2020). In inclusive classrooms, teachers
respond to individual differences, rather than relying on stereotypes and labels.
Reviewed literature agrees on such classroom adaptations as flexible groupings, cooperative learning and peer tutoring, choice-making opportunities, multimodality instruction and
flexible response activities, curriculum / performance based assessment, and collaborative
teaching. Research findings on instructional approaches for inclusion stress that one-on-one and
small instructional groupings, peer-tutoring (typical students and SWD) are more effective as
opposed to whole-class or independent seating arrangements. Project based learning/Problembased learning, and cooperative learning increase the engaged behavior and academic
achievement of students both with and without disabilities. All these approaches can have
increased benefits when appropriately integrated with use of technology and community
involvement, which was found to improve efficacy of inclusion for all students.
Summary
Literature reviewed defined inclusive education as when students with special needs learn
together with others in a regular classroom. Before inclusion, necessary supporting classroom
environments should be put in place. Although there is no direct academic benefit for inclusion,
several other benefits such as social benefits that in turn impact on feelings of belonging,
tolerance and acceptance also enhance achievement levels for all students in inclusive education
systems. There is need for further research on whether inclusion can have direct academic
benefits for either students with special needs or both.
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METHODOLOGY
Purpose of the study
The purpose of this study was to investigate the effect of inclusive education on academic
performance of diverse learners at English medium international secondary schools in Botswana.
The study was conducted to establish if inclusion has direct effect on academic performance for
all children involved.
Applied research questions
The applied research was carried out to answer the following questions:
i.
What effect does an inclusive environment have on the academic performance of
students?
ii.
What is the perspective of parents on the appropriateness of an inclusive classroom for
their child?
Study population
The targeted study population was composed of secondary students at Kidz Academy
international secondary school in Botswana. A total of 20 students aged between 12 and 16 in an
inclusive classroom, formed the sample for the whole school. These students included students
without disabilities and students with some kind of disability – mainly sensory and physical
disability including those with CLDs and GIDs. 15 students did not have any kind of disability
whilst 5 had some kind of disability. The distribution of male and female respondents was 50-50,
except for 1% of the respondents that had a Gender Identification Disorder (GID). All students in
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the study population had cell phones and none required the use of special gadgets such as
laptops.
At least 5 teachers, aged between 25 and 45 years were also be part of the target study
population. An additional 10 parents for students with and without disabilities were part of focus
group discussions. All respondents came from Kidz Academy English medium international
secondary school.
Population justification
The survey targeted secondary school students that were easily accessible by the
researcher by virtue of being a secondary school teacher. The study was limited to only one
international secondary school setting in order to increase interpretive and inferential capabilities
by reducing as much as possible any explanations of findings attributable to differences between
school settings, leadership, or other variables. Students with disability that were in inclusive
classrooms in this study included those with mild visual impairments, and those with physical
disabilities that also included dwarfism, and polio related disabilities.
This study also included special students from minority ethnic groups with Cultural and
Linguistic Diversity (CLD) and at least 1% with Gender Identification Disorder (GID). These
groups were targeted since they are an emerging issue in inclusive classrooms of Botswana in the
past few decades.
Intervention
The study compared students’ learning outcomes during independent learning activities
compared to learning outcomes during flexible group settings, co-operative learning and peer
tutoring. Students were given tasks that they performed independently as individuals (as in
special education), and then grouped in two ways for cooperative learning and peer tutoring.
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Flexible groups were used; these are groups that are not permanent. All groups were mixed
groups composed of students with and without disabilities (inclusion). The intervention was
mainly process based whereby project-based and inquiry-based instructional techniques were
used for the target population followed by assessments at individual level.
Project-based learning, cooperative learning, and peer tutoring activities are expected to
increase the engaged behavior and academic achievement of students both with and without
disabilities. The intervention took place during scheduled class time and lasted for a period of six
weeks. The teacher met the class at least two times a week for periods of 1 hour each.
Intervention plan
Students were assigned a science project to work on individually for two weeks – 4
blocks of 1 hour each as follows:
Week 1 – planning and resource gathering.
Week 2 – project implementation.
The same students were then assigned work in small mixed groups (students with and
without disabilities) on a similar science project. The project involved developing a model or a
poster based on a scientific concept of the group’s choice. The group will worked on the project
for a period of three weeks until completion as follows:
Week 3 – planning.
Week 4 - project implementation.
Week 5 – group presentations.
Week 6 – project evaluation.
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The aim of group projects was to develop research skills, collaboration and
communication skills. Cooperative learning and peer tutoring were also targeted outcomes of the
flexible group projects. Assessments were done separately for independent activities and for
group projects whereby each student got two scores; one for the independent learning activity
(segregated learning) and another for the group project (inclusive education).
Sources of data
In this research, both quantitative and qualitative research tools were used. An
observation form was used to record student progress on both independent learning activities,
and group projects. To answer the first research question on the effects of inclusion on students,
a structured questionnaire (APPENDIX A) was used to collect data through a survey for at least
20 students (respondents) from Kidz Academy international secondary school in Botswana. The
questionnaire had Likert-scaled items rated from 0 to 5, and an additional two open-ended
questions. This questionnaire collected data reflecting the respondents’ perceptions of the
effectiveness of the inclusive learning environment and the attitudinal impacts of inclusion. The
quantitative tools collected numerical data that was analyzed using SPSS and Excel Spreadsheet
to produce tables and graphs with information answering the first research question.
The research also used qualitative tools whereby descriptive or text based data expressed
in participants' own words was collected for purposes of tracking changes in participants'
attitudes and perceptions (APPENDIX B). Qualitative tools in this research for example, were
used to answer question 2 - to establish parents’ perspectives about the appropriateness of an
inclusive classroom for their child. To collect this qualitative data, the researcher conducted indepth one-on-one interviews with selected parents.
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Instrumentation
An assessment rubric was used to assess both the independent learning activity and the
group project, and this was shared with the students before they started the project. The
assessment rubric was used as an observation form.
APPENDIX A – student survey questionnaire: a questionnaire with 15 Likert-scaled
items was used to collect data from students. An additional two open-ended questions were also
included.
APPENDIX B - Parents focus discussion question guide: contains 5 questions that guided
discussions with parents to capture their perceptions and opinion on inclusive education.
Research Procedure
The researcher applied for appropriate written permission from the Head of School before
conducting the research. An initial face-to-face appraisal meeting was organized with the Head
of School to discuss the purpose of the study, context, rationale, and methodology in brief. A
face-to-face meeting was possible since the researcher was at the same station with the Head of
School.
This face-to-face briefing was followed by a written request for permission to conduct the
research. The request for permission letter had a section where the Head of School signs and
stamps to show approval of the research.
Soliciting Participants
Simple random sampling was be used to give potential respondents an equal chance of
being involved in the study. Only those respondents that were willing and believed to be able to
deliver the required data were approached. All targeted recipients were at the school that the
researcher teaches at the time of conducting this research. The researcher had discussions with
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target respondents where the purpose of the study was introduced to them. The researcher used a
catch phrase “diversity and inclusion” for the study to make an appeal to the respondents. The
researcher listed volunteers first and then further solicited for participation from more target
students by explaining the benefits of participation in the data collection process. No monetary
incentives were given or promised to participants.
For the parents’ focus groups, the researcher sent an invite email with an interesting
subject line and explanation of purpose of study. The email briefly discussed the methodology,
length of interviews, and how this will help enrich the study. Parents were selected on a purely
voluntary basis.
Informed Consent
The majority of respondents for this study were under 18, hence there was need for
permission from parents, and/or guardians before data could be collected from them. All research
participants voluntarily gave their permission to be part of a study after they were given pertinent
information to make an “informed” consent to participate. A well-designed “informed” consent
form that contains relevant details on purpose of study, study procedures, a description of risks,
benefits, confidentiality, compensation (if any), voluntary participation and a section to show
consent through signing was sent to parents of target respondents and was duly signed before the
respondents were included in this study.
The informed consent forms were sent via email through the school learning management
system as a way of information sharing. Printed hard copies were then sent through target
students for signing by parents and/or guardians. Students were asked to return the signed
consent forms to the researcher within a week. The researcher kept a record of the signed
informed consent forms in a file.
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Data Collection Procedures
The first instrument used for data collection was an assessment rubric designed to
measure individual students’ proficiency on scientific inquiry skills and techniques at the end of
the intervention. This assessment rubric was shared with students prior to the intervention.
Target students also responded to a questionnaire. The items on the questionnaire were
virtually identical except for additional items on students with disability to capture their personal
experiences within an inclusive classroom and also additional items for other students to capture
their perceptions and experiences on sharing classrooms with students with disabilities. Students
were given a questionnaire each that they were asked to complete within ten to fifteen minutes.
The researcher held focus discussions or interviews with volunteer parents during parentteacher-conferences to avoid setting separate meetings specifically for the research. The guided
interviews captured parents’ perspectives on children learning in inclusive environments.
Ethical Considerations
Ethical considerations are like a code of conduct that a researcher follows as a blue print
to guide them during data collection from people for their applied research. When people are
used as subjects in research, it is important to make sure that they are not subjected to any kind
of harm. Researchers should therefor prioritize the dignity of research participants through
obtaining full consent prior to the study. This applied research considered the following ethical
issues summarized in table 1 below:
Table 1; Ethical issues for applied research
Ethical issue
Description/ definition
Voluntary
The participants were free to choose to participate without any coercion; they
participation
were free to opt in or out of the study at any given time. Participants were
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informed about voluntary participation before the study.
Informed
Participants were fully appraised on the purpose of study, benefits of, and
Consent
potential risks of the study before they agreed or declined to participate in the
study. An informed consent letter was signed by the parents/guardians of the
students before their participation in this research project.
Anonymity
This means the researcher does not know the identity of the respondents, or
researcher cannot link collected data to particular individuals. Issues of
inclusion are highly sensitive hence anonymity is very critical for this kind of
research. Although the survey questionnaire did not have personally
identifiable data, the researcher reserved the right to know individual sources of
data.
Confidentiality This means that the researcher may know the source of certain data, but keep
the information on the participants from anyone else such that it cannot be
linked to individual participants. Strict confidentiality was applied to
assessment and survey data for participants in this study intervention.
Potential harm
Research has potential to expose participants to physical, psychological, social
or economic harm. The researcher made sure that any potential for such harm
emanating from this research is minimized.
(Belmont Report, n.d.; Bhandari, 2022)
It is therefore critical that researchers observe the basic ethical considerations relating to
voluntary participation, anonymity, confidentiality, informed consent, and minimizing potential
harm to research subjects (Keller & Lee, 2010). In this research on investigating the effects of
inclusion on all children in private international schools in Botswana, a balance was established
21
between potential social benefits and ethical considerations. According to the Belmont Report
(n.d.), there is need to assure that research involving human subjects would be carried out in an
ethical manner.
Considerations during Intervention Implementation
The purpose of this research was to investigate the effects of inclusion on all children in
private international secondary schools of Botswana. UNESCO (n.d.) defines an inclusive
education as a system that addresses ‘the needs of all, including those with special educational
needs, regardless of their gender, life circumstances, health, disability, stage of development,
capacity to learn, level of achievement, financial or any other circumstances.’ Save the Children
(2016) defines inclusive education as education that enables all children to learn together with
support for their individual needs. The general agreed definition of inclusion is that when
children with special needs learn together with other children in a general classroom (Dart, G.,
2007, Kefallinou, A., Symeonidou, S. & Meijer, C. J. W., 2020).
Inclusive education should be accompanied by a supportive infrastructure or
environment. This includes putting in place relevant policy and legal framework, safety nets for
supporting inclusive education, and supportive school infrastructure for all, teaching /
instructional and assessment activities (accommodation and adaptations) that are supportive for
all students (Dart, 2007, UNESCO, n.d., Save the Children 2016). It is therefore critical that
during intervention implementation, all these supportive aspects are assessed for purposes of
minimizing potential physical, psychological, social or economic harm to participants. This
research procedure avoided or minimized anything that had potential to cause physical or
emotional harm to participants. All independent and cooperative learning activities were assessed
for potential physical and emotional harm prior to the intervention.
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Considerations during Data Collection
Data was collected from the researcher’s students who already knew the researcher hence
there was limited need for self-introduction. Normally it is ethical and good practice to let people
know who you are; i.e. your name, organization and reasons for collecting data. What was
therefore of importance for this study was to get informed consent from all the participants. The
researcher applied for permission from research participants - students and parents providing the
data, through an informed consent form. They were made aware that their involvement was
purely voluntary and they were free to withdraw from any active data collection or intervention
program at any point without pressure or fear of retaliation.
The research on inclusion is sensitive for both parents and students, hence collecting data
was done under the assumption and assurance that the information provided is confidential and
the findings are kept anonymous. Ethical considerations relating to informed consent,
confidentiality and anonymity were strictly observed during data collection. Research
questionnaires did not bear names of respondents and hence, data collected cannot be traced back
to the source.
Considerations Regarding Researcher Bias
Avoiding bias begins with methods of sampling the respondents. The researcher made
efforts to avoid taking advantage of easy to access groups simply because they are there; what is
called “convenience sampling”. An attempt was made to collect data from those participants that
most helped us answer the research questions. The questions in the questionnaire were drafted in
a way that avoids guiding respondents to provide certain responses or collaborative responses.
During focus group interviews, the researcher remained neutral and unbiased. This helped in not
23
letting the researcher’s personal preconceptions or opinions interfere with the data collection
process.
Summary
The purpose of the study was to investigate the effect of inclusive education on academic
performance of diverse learners at English medium international secondary schools in Botswana.
The research was cobducted to answer the following questions:
i.
What effect does an inclusive environment have on the academic performance of
students?
ii.
What is the perspective of parents of both sets of children on the appropriateness of an
inclusive classroom for their child?
The targeted study population was composed of 20 secondary students at an English medium
international secondary school in Botswana, aged between 12 and 16. At least 5 teachers and 10
parents were interviewed. The survey targeted secondary school students that were easily
accessible by the researcher by virtue of being a secondary school teacher. Students with
disability that are in inclusive classrooms in this study included those with mild visual
impairments, and those with physical disabilities that include dwarfism and polio related
disabilities.
For data collection, a structured survey questionnaire was used on all the target population.
The researcher applied for appropriate written permission from the Directors and Head of School
before conducting the research. Random sampling was used to select participants and all
24
procedures relating to informed consent were adhered to. Data from respondents was captured
through a specially designed questionnaire, followed by focus group discussions and individual
interviews with selected teachers and parents. Quantitative data was captured through
questionnaires whilst interviews and group discussions were sources of qualitative data.
DATA ANALYSIS AND RESULTS
Data analysis and results shall be arranged into three sections, each section matching the
three sources of data for this applied research project namely; 1. Student assessment data for
independent and cooperative learning activities, 2. Student survey questionnaire, and 3. Parents
focus discussion question guide. The first section summarizes findings from student assessment
data. It is a comparison of attainment during independent learning with attainment by the same
students during cooperative learning activities. Independent learning activities in this research
simulated segregated or special education whilst cooperative learning activities represent
inclusion.
Data Analysis Procedure
Three approaches to data analysis were used. For assessment data o students’ attainment
during independent and cooperative learning activities, Excel Spreadsheet was used to compare
the performance in graphical form. Raw data was entered onto a spreadsheet and commands for
bar graphs was given which produced synthesized data comparing the two learning activities.
For the student survey questionnaire with responses with Likert-scaled items (0 – 5),
SPSS was used to analyze the data. Responses from the Likert-scaled items were categorized as
follows:
3 and above
– favorable
25
0–2
– unfavorable
Responses from each 15 Likert-scaled items were summed up and then averaged to come up
with a score for each question.
The third approach for data analysis involved qualitative data from focus group
discussions with parents that was largely descriptive in nature therefore capturing parents’
attitudes and perspectives on their children learning in an inclusive environment.
Validity and Reliability
The researcher used scientific methods for both sampling of respondents and data
collection which can be replicated in a different geographical area. The data collection
instruments were designed to collect both quantitative and qualitative data. Although the
research procedures ensured that data collected is authentic, valid and reliable, there were a few
confounding limitations to the research procedures.
The first confounding limitation to the research procedure is that all respondents were in
an inclusive education set-up with special education only being simulated through independent
learning activities. The second confounding limitation is that the researcher had limited
background skills on dealing with students with acute disabilities, hence approaches used tended
to favor inclusive classrooms rather than special education set-up.
Results
Results from this applied research project are hereby presented and discussed in three
sections. The first part of the results presents findings from the classroom intervention which
compared students’ attainments during independent learning activities with cooperative learning
activities. The second part of the result presentation captures findings from the student survey
questionnaire. The discussions under this section capture both social and attitudinal impacts of
26
inclusion on all students in an inclusive classroom. The final section of the results presents
qualitative descriptive data from interviews with parents on their attitudes and perspectives on
inclusive education for their children.
Descriptive Findings
A pre-shared assessment rubric was used to collect data on attainment of students during
independent leaning activities and cooperative learning activities. Chart 1 below summarizes
findings on attainment from the intervention.
120
100
80
60
Independent Learning activity
Cooperative Learning activity
40
20
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
0
Chart 1: Comparison of students’ attainment during independent and cooperative learning
activities.
A student survey questionnaire was administered to 20 students. 5 of these students
(25%) had various kinds of disabilities. The questionnaire captured students attitudinal impacts
of inclusion and all the Likert-scaled questions were analyzed to get an average score for each.
Table 1 below summarizes findings from the student survey questionnaire:
27
Question
Average
score
Q1 I have always been in inclusive classes before this year.
4.8
Q2 I like being in an inclusive classroom.
3.9
Q3 My classes are better because they are inclusive rather than reserved as special classes.
4.35
Q4 I learn better in inclusive classrooms.
4.3
Q5 I learn better in my classes because we have multiple teachers or adult professionals helping students.
4.3
Q6 I work harder to learn when I am included in a mixed flexible group.
4.65
Q7 I learn better in my inclusive classroom because teachers use different teaching methods.
4.35
Q8 I learn better in inclusive classes because teachers treat us equally and fairly.
4.75
Q9 Because of my experience with inclusive classes, I understand now that student with
4.05
Disabilities are not really disabled, but that they just learn differently.
Q10 All my classmates are equal members of the class.
4.0
Q11 I care about and value all my peers in the inclusive classroom.
4.65
Q12 I can be friends with anyone in my class.
3.0
Q13 Because of my experience with inclusive classes, I feel comfortable around all my peers.
4.1
Q14 Because of my experience in an inclusive classroom, I am respectful of people that are different than me,
4.4
like those that have different beliefs, different ethnic backgrounds, and different social background.
Q15 I feel better about myself since I started learning in an inclusive classroom.
3.6
Table 1: Average ratings from all students’ responses
DISCUSSION AND CONCLUSION
Results presented in the section above are discussed in this section in relation each
applied research questions. The analysis tried to show how data presented above answered the
set research questions.
Outcome Analysis
The primary question for this applied research was to investigate the effect of inclusive
education on the academic performance of all students involved. To determine the effect of an
inclusive environment on academic performance, data was collected from interventions
involving independent learning activities and cooperative learning activities. Independent
28
learning activities in this research simulated how learners would learn in a segregated or special
classroom, whilst cooperative learning activities simulated an inclusive classroom.
According to intervention results shared in Chart 1 above, there was a significant
improvement in individual attainment or performance when students were involved in
cooperative learning activities (inclusive environment) compared to independent learning
activities (segregated environment). Student 1 to 5 were those with various kinds f disabilities
and these results show that they benefited more from cooperative learning activities than other
students. Results in Chart 1 show higher academic improvement for these students compared to
others although generally there was an improvement for all students.
This improvement can be attributed to positive influence of peer tutoring and role
modelling that is found in flexible group settings. In my teaching, I will definitely incorporate
project-based and problem-based learning to enhance inclusion and sharing within group
settings.
The second part of data set was the student survey questionnaire which managed to
capture the students’ attitudinal and social perspectives of inclusion. Data in table 1 above
clearly established that all students in an inclusive learning environment felt positive about
inclusion with all the Likert-scaled questions getting a rating above 3. Data in this table showed
that students liked inclusive education; they felt included and also raised their awareness on
disability and inclusion. Those included reported raised self-esteem, were motivated, felt
respected and socially accepted which in turn contributed to their improved academic
performance. Although this research cannot conclusively claim that inclusion results in improved
academic performance, findings presented clearly show that inclusive education has cumulative
social benefits that positively influence academic performance.
29
The second question was to investigate parents’ perspectives and attitudes on
appropriateness of inclusive education on their children. Results from interviews with parents
showed that they had high regard for Kidz Academy International school and inclusive education
in general. Most parents knew what inclusive education is and generally liked the idea of
inclusion. A few parents however reserved comments on the impacts of inclusion on nondisabled children.
Learning Themes
To determine the effect of an inclusive environment on academic performance, the
researcher used such interventions as cooperative learning activities as inquiry, project and
problem-based learning which were then compared to independent learning activities. Although,
this intervention produced very interesting outcomes, it does not closely simulate segregated
learning as intended. Given the sensitivity of disability issues, it is not easy to set up respondents
in a way that closely suit one’s research goals.
Implications
Data presented in chart 1 show that cooperative learning activities have far reaching
benefits compared to independent learning activities. Educators should therefore maximize on
this finding and incorporate cooperative learning activities such as inquiry-based, project and
problem-based learning activities in their instructional strategies.
It is however clear from this research that there has not been established whether
inclusive education has direct influence on academic performance. This research established
many social and attitudinal benefits of inclusion that in turn impact on academic attainment.
30
There is need for further research on the link between inclusion and individual academic
performance
Conclusion
This applied research was conducted to establish the effect of inclusion on academic
performance of students at privately owned international secondary schools in Botswana.
Finding presented show that inclusive education has positive attitudinal and social impacts that
in turn influence academic performance in a positive way. Students involved in this research
performed much better under cooperative learning activities compared to independent learning
activities. Disabled students showed a greater improvement under cooperative learning compared
to independent learning. All students had positive attitudes towards inclusion with all scores on
ratings above 3.
Parents held Kidz Academy International School which is an inclusive school in high
regard. Parents also indicated positive attitudes towards inclusion compared to special education.
Parents liked the way inclusive education raises awareness on how disability does not imply
inability and how inclusion raises self-esteem for all and respect for one another. There was a
general agreed notion that inclusive environments have social benefits that positively impact on
academic performance of all included.
31
APPENDIX A – Student survey questionnaire
You are in an inclusive classroom that has some students that have special needs and therefore
need different kind of help to learn well. Kidz Academy is doing a study of how this works for
students of different backgrounds and needs. Please be honest in your responses. Your responses
are strictly confidential and shall only be used for the purpose of this study and nothing else. Do
not write your name; just include the student number allocated to you.
Date: ________
Grade: ________
Student number: _____________
Please read each statement and report the degree to which you agree using the rating scale
provided, from zero (0 = Totally disagree) to five (5 = Totally AGREE):
1. I have always been in inclusive classes before this year. ___________
2. I like being in an inclusive classroom.
____________
3. My classes are better because they are inclusive rather than reserved as special classes. ______
4. I learn better in inclusive classrooms.
_________
5. I learn better in my classes because we have multiple teachers or adult professionals helping
students.
___________
6. I work harder to learn when I am included in a mixed flexible group.
___________
7. I learn better in my inclusive classroom because teachers use different teaching methods.
________
8. I learn better in inclusive classes because teachers treat us equally and fairly.
__________
9. Because of my experience with inclusive classes, I understand now that student with
Disabilities are not really disabled, but that they just learn differently.
32
__________
10. All my classmates are equal members of the class.
__________
11. I care about and value all my peers in the inclusive classroom. __________
12. I can be friends with anyone in my class.
__________
13. Because of my experience with inclusive classes, I feel comfortable around all my peers.
_______
14. Because of my experience in an inclusive classroom, I am respectful of people that are
different than me, like those that have different beliefs, different ethnic backgrounds, and
different social background. ____________
15. I feel better about myself since I started learning in an inclusive classroom.
_______
Open ended questions
16. What I like most about inclusive education.________________________________________
______________________________________________________________________________
______________________________________________________________________________
17. What I dislike the most about inclusive education.__________________________________
_____________________________________________________________________________
______________________________________________________________________________
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APPENDIX B – Parents focus discussion question guide
1. What is do you like about Kidz Academy international school.
2. Kidz academy is an inclusive school, what is your understanding on inclusion?
3. What do you think your child benefits from being in an inclusive classroom?
4. What do you think are the negative effects of inclusion? How is your child disadvantaged
by inclusive.
5. Would you recommend any parent to bring his/her child to an inclusive classroom?
34
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