Teacher Inclusiveness in their Teaching Practices
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Date
2022-02
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Publisher
AAU
Abstract
The purpose of this research was to examine teacher’s inclusiveness during their teaching in one
selected government elementary school of Addis Ababa. Qualitative approach was employed in
this study. Case study research design was applied to explore teacher’s inclusiveness in their
teaching practices. From the school five teachers who are teaching inclusive classroom were
purposely selected as sample Participants. Interview and observation were used as a tool of data
collection. Findings of this study were the following; most teachers prepared for delivering
contents through common instruction method for only average students, teachers have
knowledge gap on special need education, existences of sound pollution around the classroom,
lack of interest on learning among students, no teaching aid for specific subjects like civics,
students participation from subject to subjects and also from teachers to teachers was different.
However, to overcome and bring changes; developing knowledge related to diversity, and using
different instructional strategies to address students diverse learning needs and hearing all voice
in the classroom are expected from the teachers.