The Role and Challenges of Special Needs Education Teachers in Implementing Inclusive Education: The Case of Kokeb Tsibah and Dagmawi Minilik Secondary Schools
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Date
2024-10
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Addis Ababa University
Abstract
The objective of this study was to investigate the roles and challenges faced by special needs
education teachers in implementing inclusive education in two government secondary schools in
Addis Ababa, Ethiopia. A qualitative research approach specifically a case study design was
applied. Purposive sampling was used to select a sample of 8 students with disabilities; 4 special
needs education teachers, and 2 school principals. Semi-structured interview and focus group
discussion were used as the data collection tools, and the data were analyzed by categorizing the
data into four thematic areas. The findings revealed that special needs education teachers play
a critical role in promoting inclusive education. The study findings identified that special needs
education teachers faced significant challenges, including attitudinal barriers, lack of job
description, resource and budget shortages. The study emphasized that job descriptions,
collaboration between special needs education teachers and regular teachers, appropriate
resource allocation, and ongoing training are needed to optimize the role of special needs
education teachers in fostering inclusive education and to ensure that the rights and needs of
students with disabilities are met in an inclusive educational setting. The study recommended
that in order to increase special needs education teachers role in assisting students with
disabilities, employers like educational sectors should provide clear job descriptions, promote
collaboration, allocate resources appropriately, and provide continuous training.
Keywords: Roles and challenges of special needs education teachers, Qualitative research
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Keywords
Roles and challenges of special needs education teachers, Qualitative research