Teachers’ beliefs about inclusion and their implementation of inclusive practice for students with autism spectrum disorder in selected private schools
| dc.contributor.advisor | Moges Ayele(PhD) | |
| dc.contributor.author | Kalkidan Assefa | |
| dc.date.accessioned | 2025-08-29T06:47:24Z | |
| dc.date.available | 2025-08-29T06:47:24Z | |
| dc.date.issued | 2025-06 | |
| dc.description.abstract | This mixed method study examined the belief in inclusion and the implementation of inclusive practices for students with autism spectrum disorder in selected private schools in Addis Ababa. A total of 150 teachers from Flipper International School, Cambridge International School and School of Tomorrow were selected through stratified random sampling. Data were collected using structured questionnaires to collect quantitative data on inclusive beliefs and practices, complemented by semi-structured interviews to provide deeper qualitative insights. Quantitative data were analysed by descriptive statistics, t-tests and ANOVA, while qualitative interview responses were analysed by thematic analysis.The results of the present study show that, although teachers generally have positive beliefs about the importance of inclusion for students with ASD, they also report major difficulties in implementing inclusive practices in practice. In particular, the findings highlighted the critical need for targeted professional development and adequate resources to effectively support students with ASD in inclusive settings. The qualitative data from the interviews further highlighted these obstacles, highlighting the gap between theoretical understanding and practical application in the different classroom settings.The study concluded that closing this gap requires comprehensive training, increased allocation of resources and supportive school policies to improve the ability of teachers in private schools to deliver truly inclusive education for students with ASD. These findings have important implications for teacher training programmes, school administrators and policy makers working to promote a more inclusive and effective education system. Keywords: inclusive education, teacher training, inclusive practices, autism spectrum disorder, special needs education | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7172 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | inclusive education | |
| dc.subject | teacher training | |
| dc.subject | inclusive practices | |
| dc.subject | autism spectrum disorder | |
| dc.subject | special needs education | |
| dc.title | Teachers’ beliefs about inclusion and their implementation of inclusive practice for students with autism spectrum disorder in selected private schools | |
| dc.type | Thesis |