Befekadu ZelekeTsige Amare2026-07-042026-07-042025-10https://etd.aau.edu.et/handle/123456789/8620The objective of this study was to assess the role of the school community in developing an inclusive education culture in government primary schools of Arada Sub-City in Addis Ababa city administration. In order to meet the objective of the study, majorly a qualitative data added to quantitative data to fill the gap that may occur due to qualitative case study were applied ascertain the prominence role of stakeholders of each school in developing an Inclusive Education culture. A purposive sampling technique was used by the researcher for the sake convenience. Data was collected from 130 teachers, 5 principals, 25 students with disabilities 10 PTA members. Different data collection tools such as interview with school principals and PTA members, focus Group Discussion with students with disabilities, observation checklist, and questionnaire for teachers were employed. In addition to these primary sources of data, secondary sources like the prevalence of disability, types of disabilities across schools were employed. A descriptive research design was applied and the collected data were analyzed in the form of frequency distribution, percentage , mean score and standard deviation The major finding of the study are a better attitude towards an inclusive education by the teaching staff, a major gap in developing an inclusive education culture, less proportion of teachers have a knowledge and skill to teach students with special need, less attention by principals to incorporate inclusive education concern in strategic and annual plan, weak relationship between PTA members and the school community to practice an inclusive education, lack of facilities for students with special need. It is suggest that while teachers recognize the importance of inclusive education, there are concerns regarding its practical implementation, availability of resources, and adequacy of training. Key Words: Inclusive Education, Inclusive Practice, DisabilityenInclusive EducationInclusive PracticeDisabilityThesis