The Practice of Inclusive Education at Debre Tabor Town in Two Selected Primary Schools
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Date
2018-06
Authors
Mihret, Terefe
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Publisher
Addis Ababa University
Abstract
The main objective of this study was to investigate the practice of inclusive education at Debre Tabor town in two selected primary schools. Qualitative methods of data analysis were used. The study describes valuable information to identify the existing inclusive practices at Debre Tabor town in two selected primary Schools. The basic research questions of the study deals with the practices of inclusive education in the selected schools. The participants of the study were the four Principals, seven classroom teachers, eight special needs education teachers and fifteen students with disabilities. Purposive sampling techniques was employed to obtain the data from principals, special needs teachers, students with disabilities and school teachers. The data were collected through interviews, focus group discussions and observations. Participants 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 analyzed through thematic and narrative data analysis techniques. The following major findings were obtained. The schools had little opportunities and these opportunities did not pave the way to implement inclusive education. Some of the challenges to implement inclusive education in these schools were, the knowledge’s of teachers and parents about children with disability and teachers of students with special needs, lack of attention from the education office of both Zones and Woreda, lack of educational materials, large class size, lack of skilled man power etc. There was also shortage of special educational materials and equipment in the library and resource room such as reference books written in braille, lack of physical space in classrooms, inappropriate infrastructure and inadequate special needs expertise are major problems for effective practice of inclusive education. Based on the findings obtained some recommendations such as arrangement of different trainings to inclusive teachers, modifying the teaching and learning environment including physical accessibility are suggested.
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Keywords
Practice of Inclusive Education