Parents’ and teachers’ perspective towards inclusive education for children with autism in pre-primary and primary schools of Addis Ababa: A Qualitative Study.
| dc.contributor.advisor | Berhane,Adugnaw(PHD,Assistant Prof.) | |
| dc.contributor.advisor | Solomon,Kalkidan(MPH,Assistant Prof.) | |
| dc.contributor.author | Habtu,Hana | |
| dc.date.accessioned | 2025-08-13T07:41:54Z | |
| dc.date.available | 2025-08-13T07:41:54Z | |
| dc.date.issued | 2024-06 | |
| dc.description.abstract | Background: Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. Despite the Salamanca Statement's advocacy for inclusive education as a human right, the reality in Ethiopia shows a stark contrast, with only a small fraction of schools equipped with inclusive education. Objective: To explore the perspective of parents’ and teachers’ towards inclusive education for children with autism in pre-primary and primary schools of Addis Ababa, Ethiopia. Methods: The study was conducted in Akaki Kality and Arada sub city pre-primary and primary schools, government and private schools. A qualitative content analysis study approach using mixed sampling method was used to select participants. Content analysis was carried out using Atlas Ti software. Result: The study indicated that the concept of inclusive education is not widely recognized by most parents of typical children, it is well-understood and supported by nearly all parents of children with autism. While most typical child parents and teachers support inclusion and recognize its benefits for autistic children, concerns are raised about academic value and disruptions of learning process; some typical child parents and teachers preferring segregated learning. Barriers to IE are multifaceted and categorized as child with autism behavior related factor, parent and teacher related factor, systemic and institutional factor. Among the factors that facilitate IE are typical students and teachers support, parents' positive beliefs on their child with autism, awareness creation programs in schools, and collaboration with different organizations. Conclusion and recommendation: parents’ and teachers' perspective towards inclusive education have mixed views most supporting and highlight the social skill benefit children with autism get. However both participants are concerned about the implementation of IE due to many existing barriers. Therefore, for a better inclusion of children with autism, strategies that best fit our country and laws that mandate schools to implement IE should be setted. In addition capacity building for teachers, human and material resources, special need teachers, and categorizing autistic children according to their level and supping them as per their need is required. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/6640 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Inclusive education | |
| dc.subject | autism spectrum disorder | |
| dc.subject | parents’ and teachers’ perspective | |
| dc.title | Parents’ and teachers’ perspective towards inclusive education for children with autism in pre-primary and primary schools of Addis Ababa: A Qualitative Study. | |
| dc.type | Thesis |