Abstract:
he purpose of this study was to investigate and identify the Challenges and Opportunities
Related to the Implementation of Inclusive Education in Primary Schools of Harari Regional
State. The study was conducted in four primary schools in Harari Regional State. This study
used qualitative approach design and qualitative methods and 42 respondents haven been
participated in this study. Purposive, simple random and available sampling techniques were
used to select four schools of the study and to select key informants for interview, focus group
discussion and observation. Primary data for the study were gathered and analyzed from
Focus Group Discussion, interview transcripts, were analyzed by qualitative method. The
findings from the study revealed that most teachers and woreda officials supported the notion
of Inclusive Education Policies and strategy and would like to implement it. Most teachers felt
that there needs to be more awareness of the strategies, conventions and the importance of
inclusion. The study concluded that encountered during the implementation of inclusive
education, Lack of trainings and workshops, Lack of trained SNE experts, uncommitted,
absence of budget allocation, materials and devices, physical accessibilities, incentives, lack
of good will, the poor economic background of teachers, imbalanced teacher–student and
students–textbook ratios, the period load, the insufficient special needs education course
offered at higher institutions of learning, the information gap among teachers and the school,
students related problems. The study recommended that it is important to provide
the trainings, assessment tools, incentives, budget and material allocation, available
accessibilities and brings the attitudinal changes in each educational level.
