PRACTICES AND CHALLENGES OF IMPLEMENTING INCLUSIVE EDUCATION: THE CASE OF PRIMARY SCHOOLS AT HOSANA TOWN HADIYA ZONE, SNNPR OF ETHIOPIA

Abstract

The purpose of this study was to investigate the status of inclusive education practices and practical challenges in implementing it. The study was conducted in four selected primary schools at Hosanna Town of Hadiya Zone. Qualitative research approach with case study design was employed. Data were collected from the study participants including inclusive classroom teachers, education office head and curriculum experts, supervisors, principals and experts in Special Needs Education. Primary and secondary data were gathered and analyzed. The findings from the study revealed that the contribution of inclusive education is visible in addressing the unique needs of all students with and without disability and in creating strong social bond among students with and without disability. Participants revealed that, after the schools have started practicing inclusive education, awareness has been created among the school community better than before and students with disability were included in inclusive classrooms. In practicing inclusive education, nongovernmental organizations played a vital role in providing awareness raising trainings and necessary facilities especially for Ersa Adada primary school. As a result, the practice of segregation and discrimination of students with disability from educational system as well as from social interaction is reduced. The barrier for teachers within Inclusive Education is the limited knowledge of teaching students with disability. In this study, teachers emphasied that they need ongoing training on how to educate children with special educational needs. Lack of budget, low level participation of of stakeholders participation, inaccessible school environment, curriculum infilexibility and commitment problem are major challenges encountered in practicing inclusive education. The government and responsible bodies should give mch emphasis in awareness raising work of inclusive education among stakeholders of schools, parents, and as well as associety All the issues highlighted are very important and it is hoped that the outcome of the findings would provide the education office and schools with new ways and commitment to practice inclusive education.