Mukhopadhyay
Biographic Data
| ID | 48205 |
|---|---|
| NAME | Mukhopadhyay |
| FAMILY NAME | Mukhopadhyay |
| SIGNATURE | MUKHOPADHYAY |
| AFFILIATIONS | University of Botswana |
| ORCID | 0000-0001-5085-1063 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring the experience of inclusion of students with disabilities in Botswana’s institutions of higher education
Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this st…
Experiences of learners with visual impairments in Botswana primary schools
Despite the Government of Botswana’s commitment to achieving education for all its citizens, a significant number of learners with disabilities remain out of the school system or have dropped out before completing primary school. Additionally, there is a lack of knowledge around the academic and social experiences of learners with disabilities in such schools; hence this study was initiated. In this paper we present the educational experiences of…
Disability Rights in Botswana
Even though the United Nations Convention on the Rights of Persons With Disabilities (UN-CRPD) 2006 has been in existence for the last 10 years, the Government of Botswana has not ratified the convention. As a result, individuals with disabilities (IWDs) fail to access services and are at the mercy of the service providers. This qualitative study involved in-depth interviews with 30 IWDs about their experiences related to disability rights. Analy…
Double Jeopardy
Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with d…
Disability and Social Exclusion
This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by sem…
Inclusive Education for Learners With Disabilities in Botswana Primary Schools
Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as school-heads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group disc…
Asking for too much? The voices of students with disabilities in Botswana
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to a…
Asking for too much? The voices of students with disabilities in Botswana
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to a…
Disability Rights in Botswana
Even though the United Nations Convention on the Rights of Persons With Disabilities (UN-CRPD) 2006 has been in existence for the last 10 years, the Government of Botswana has not ratified the convention. As a result, individuals with disabilities (IWDs) fail to access services and are at the mercy of the service providers. This qualitative study involved in-depth interviews with 30 IWDs about their experiences related to disability rights. Analy…
Double Jeopardy
Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with d…
Inclusive Education for Learners With Disabilities in Botswana Primary Schools
Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as school-heads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group disc…
Asking for too much? The voices of students with disabilities in Botswana
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to a…
Inclusive Education for Learners With Disabilities in Botswana Primary Schools
Based on the findings of a qualitative case study, this article describes the experiences of key stakeholders about the inclusion of learners with disabilities in regular schools in the South Central Region of Botswana. Multiple stakeholders, such as school-heads, general education teachers, learners with disabilities, and their peers, from six elementary schools participated in this research. The data collection methods included focus group disc…
Disability and Social Exclusion
This article explores the experiences of social exclusion of individuals with visual impairment (IWVI) as they negotiate their daily lives in their homes and societal settings in the Oshana and Oshikoto regions of Namibia. Employing qualitative research approach, this research tried to better understand the lived experiences of IWVI. Nine IWVI with ages ranging from 30 to 90 years were initially engaged in focus group discussions, followed by sem…
Double Jeopardy
Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with d…
Disability Rights in Botswana
Even though the United Nations Convention on the Rights of Persons With Disabilities (UN-CRPD) 2006 has been in existence for the last 10 years, the Government of Botswana has not ratified the convention. As a result, individuals with disabilities (IWDs) fail to access services and are at the mercy of the service providers. This qualitative study involved in-depth interviews with 30 IWDs about their experiences related to disability rights. Analy…
Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this st…
Experiences of learners with visual impairments in Botswana primary schools
Despite the Government of Botswana’s commitment to achieving education for all its citizens, a significant number of learners with disabilities remain out of the school system or have dropped out before completing primary school. Additionally, there is a lack of knowledge around the academic and social experiences of learners with disabilities in such schools; hence this study was initiated. In this paper we present the educational experiences of…
Exploring the experience of inclusion of students with disabilities in Botswana’s institutions of higher education
Psychology (6 works) · Sociology (6 works) · Disability Education and Employment (5 works) · Focus group (5 works) · Inclusion and Disability in Education and Sport (5 works) · Medical education (5 works) · Medicine (5 works) · Pedagogy (5 works) · Qualitative research (5 works) · Disability Rights and Representation (4 works)