A study of pupils with moderate learning difficulties integrated in mainstream Scottish primary schools and some implications for teachers and curriculum support in Botswana

Abstract

This small scale study investigates the success or otherwise of educating children with moderate learning difficulties in mainstream schools in Scotland. The purpose of the study was that the investigator would gain an insight into what factors contribute to effective functional integration. From these factors the investigator would select those which she believes could be useful in Botswana. The investigator employed an "Action Research" approach model and therefore used several techniques to gather information. These were case studies, oral interviews suing semi-structured questionnaires and informal discussions.