Abstract
There is growing recognition of inclusive higher education as a crucial matter, particularly concerning students with disabilities. This development is attributed to Disability legislation, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), and Sustainable Development Goal 4, which focuses on ensuring inclusive and equitable quality education for all. The research investigated the inclusion of students with disabilities in Botswana’s four higher education institutions, utilizing qualitative research methodologies to capture their experiences. The study approached the issue of inclusion in higher education from a social model perspective, aiming to shed light on how societal and systemic factors shape the experiences of students with disabilities. It identified several key themes related to the inclusion of students with disabilities, including disability identity, policy implications, accessibility and participation, classroom strategies, technological integration, and curriculum accessibility.