The Practice of Inclusive Education in three Selected Government Primary schools of Addis Ababa at Arada Sub-City
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Date
2023-06
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Addis Ababa University
Abstract
The objective of this study was to investigate the practice of inclusive education in three
selected government primary schools in Addis Ababa at Arada Sub-City. In order to
investigate the practice of Inclusive Education in the selected government primary schools, a
qualitative case study was applied to identify the status of each school in practicing Inclusive
Education. A purposive sampling technique was used by the researcher because the
information collected from samples are collected applying multiple criteria can be useful to
multiple purposes too .To collect a sample of 3 school principals, 12 regular teachers and 24
student with disabilities to share their experiences regarding the practices of inclusive
education. To seek corroboration or assertion of data, the researcher applied triangulation
using different research tools. Various instruments such as one-on-one interview with regular
teachers and school principals, focused group discussion with students with disabilities,
classroom observation was taken by the researcher .As well as in secondary data, document
analysis was used by the researcher in this study. The results obtained were presented,
analyzed and discussed in line with the themes derived from research questions by using
narrative. It was found that the school principals and regular teachers attempted to actualize
inclusive practices in spite of the truth that they did not have in-depth knowledge and
aptitudes or skills in what constitute Inclusive Education. Although the envisaged idea of
inclusive education is to ensure education for all learners, the school principals and regular
teachers were of the opinion that inclusion can only be applied with confidence to a limited
extent. Moreover, they maintained that not all the learners found in their respective schools
are eligible to be taught in regular schools. This assertion was attributed to poor school
infrastructure which does not respond to the call of Inclusive Education and that obstructs
inclusion of learners with special/diverse needs. Results suggested that the IE could not
enthusiastically practice due to different challenges. Hence recommendations were made to
relevant school stakeholders and further research to be conducted in the implementation of
Inclusive Education.
Key words: Inclusive education, special/diverse needs, inclusive practice