Kumar, R.S. (PhD)Yimam, Mohammed2019-01-242023-11-102019-01-242023-11-102011-04http://etd.aau.edu.et/handle/12345678/16036The purpose of this study was to examzne teachers' knowledge about teaching SWDs in regular classroom at the selected schools of Awi zone. Survey research method was employed to collect data from 153 primary schools through questionnaire designed to investigate teache rs' knowledge. Descriptive analysis was used to investigate the mean re sponse of teache rs' perce ived and actual knowledge. Results of the data analyzed indicated that, the participants in this study have insufficient knowledge in both perceived and actual knowledge towards teaching SWDs. Further, a strong correlation between teachers perceived and actual knowledge were observed. The result of the independent sample t-test indicates that there was a significant difference between teachers taught in special! no special class school on perceived knowledge, the status of training on inclusion of SWDs and presence of SWDs in classroom shows significant diffe rence on both perceived and actual knowledge. But, no statistically s ignificant difference was observed between male and female participants in their perce ived and actual knowle dge. Finally, there was significant difference between teachers' age group and perceived knowledge while e ducation level and teachers experience did not contribute to knowledge. Based on the result, it was recommended that appropriate training specific to the teaching of students with disabilities in regular classroom should be provided for regular classroom teachers . In addition, strong cooperation s hould be maintained between the re gular classroom teachers and special needs education teachers in order to enhance better leaming of students with disabilities.enexamzne teachers' knowledge about teaching SWDsThesis