TirussewTeferra (Prof.)Wondye Engda2024-02-162024-02-162023-06https://etd.aau.edu.et/handle/123456789/1827The objective of this study was to investigate the practice of inclusive education in three selected government primary schools in Addis Ababa at Arada Sub-City. In order to investigate the practice of Inclusive Education in the selected government primary schools, a qualitative case study was applied to identify the status of each school in practicing Inclusive Education. A purpose sampling technique was used by the researcher because the information collected from samples are collected applying multiple criteria can be useful to multiple purposes too .To collect a sample of 3 school principals, 12 regular teachers and 24 student with disabilities to share their experiences regarding the practices of inclusive education. To seek corroboration or assertion of data, the researcher applied triangulation using different research tools. Various instruments such as one-on-one interview with regular teachers and school principals, focused group discussion with students with disabilities, classroom observation was taken by the researcher .As well as in secondary data, document analysis was used by the researcher in this study. The results obtained were presented, analyzed and discussed in line with the themes derived from research questions by using narrative. It was found that the school principals and regular teachers attempted to actualize inclusive practices in spite of the truth that they did not have in-depth knowledge and aptitudes or skills in what constitute Inclusive Education. Although the envisaged idea of inclusive education is to ensure education for all learners, the school principals and regular teachers were of the opinion that inclusion can only be applied with confidence to a limited extent. Moreover, they maintained that not all the learners found in their respective schools are eligible to be taught in regular schools. This assertion was attributed to poor school infrastructure which does not respond to the call of Inclusive Education and that obstructs inclusion of learners with special/diverse needs. Results suggested that the IE could not enthusiastically practice due to different challenges. Hence recommendations were made to relevant school stakeholders and further research to be conducted in the implementation of Inclusive Education. Key words: Inclusive education, special/diverse needs, inclusive practiceenThesis