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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/14232
Title: The Practices and Challenges of Implementing Inclusive Education in Addis Ababa: The Case of German Church School
???metadata.dc.contributor.*???: .Sewalem Tsega (Dr)
Anteneh, Tarekegn
Keywords: implementation of inclusive education
Issue Date: Jun-2014
Publisher: Addis Ababa University
Abstract: The main objective of this study was to investigate the practice and the challenges of implementation of inclusive education in German church school in Addis Ababa. In order to achieve the purpose of the study, I conducted interviews, focus group discussions and observations of teachers, parents and school principals. The study had basic research questions were raised such as the practices of inclusive education and challenges of implementing the inclusive education in the school. The participants of the study were the one Principal, ten classroom teachers, four special needs education teachers and twenty students with disabilities and/or learning difficulties. Purposive sampling techniques were employed to obtain the data. The data were collected through interviews, focus group discussions and observations. Qualitative methods of data analysis were used. The study explores valuable information to identify the existing inclusive practices at German church school. Respondents stated the need for and potential benefits of inclusive education practices because inclusive education was supporting collaboration among students with and without disabilities and fostering academic achievement. The data obtained were analysed through thematic data analysis technique. And the following major findings were obtained. The inadequate training and lack of experience to run inclusive classroom, lack of physical space in classrooms, inappropriate infrastructure and inadequate special needs expertise are major problems for effective inclusive education. Based on the findings obtained some recommendations were suggested such as arrangement of different trainings to inclusive teachers, modifying the teaching and learning environment including physical infrastructure.
URI: http://hdl.handle.net/123456789/14232
Appears in Collections:Thesis - Special Needs Education

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