Prospects and Challenges of School Leadership in Mainstreaming Inclusive Education in Selected Schools of Addis Ababa
No Thumbnail Available
Date
2021-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The purpose of this study was to assess the prospects and challenges of school leadership in
mainstreaming inclusive education in three selected primary schools of Addis Ababa. To
undertake this study, both quantitative and qualitative methods were used. Descriptive survey
was employed for the study and a total of 54 teachers, 93 students 6 principals and vice
principals were selected using random and purposive sampling. Questionnaires containing close
ended questions were designed and distributed to students and teachers again interview was also
conducted with, school principals and vice principals. The stakeholders were asked various
questions on the different aspects of the prospects and challenges of school leadership in
mainstreaming inclusive education and the data was analyzed using SPSS 22. The findings
revealed that lack of knowledge and experience of teachers, principals and vice principals about
an inclusive education, shortage of supportive teaching materials, insufficient supervision form
the government bodies are some of the shortcomings and Regarding the measure achievement on
implementing inclusive education, students with different impairment do not recognize their
disabilities because all students are attending together. Again their social interaction maximizes
with no stigma and discrimination. Based on the analysis of the data, the following conclusions
were made: Teachers and principals are the main responsible for placement of students with
special needs. Principal’s knowledge and understanding on inclusive education has the central
role for accessibility and comfortability of an inclusive learning setting for all students. There is
no structure for inclusive education from MOE to werda education offices. In order to make the
nature of inclusive schools favorable for the students, it needs to be revisited. And teachers
should take continues professional training about inclusive education to promote quality
education. The following major recommendations were made to the results of the study. The
government must have to prepare education law in order to maximize inclusive education,
Education bureau should provide continuous short and long term training that can assure the
quality and accessibility of inclusive education.
Description
Keywords
inclusive education and primary schools