PRINCIPALS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION IN GOVERNMENT SCHOOLS OF JIGJIGA CITY ADMINISTRATION

Abstract

This study was aimed at assessing principals’ attitudes towards inclusive education in Government Primary and Secondary Schools of Jigjiga City Administration. For this study descriptive survey design was adopted. The sample size of participants were forty five school principals and vice principals and 10 elementary and secondary schools of Jigjiga city Administration. This study used purposive sampling technique to select principals and deputy principals of elementary and secondary schools. The researcher used questionnaire, interview and observation check list to collect quantitative and qualitative data. Data collect were analyzed using descriptive statistics such as percentage, frequency, standard deviation, and tables. While, data collected using qualitative data was analyzed using explanatory way. The major finding revealed that variation numbers of special needs students’ categories in schools were not given significant positive attitude, the tendency for the school support and parental involvement and display of less recognition, lack of creating positive image for all students and unaware of the mechanisms to serve their needs. Conclusion indicated that principals’ personal belief, unpreparedness/lack of collective work on the implementation of inclusive education, lack of training as it related to their experience and school related existing challenges face were not in ensuring the success of inclusive practices. On the basis of this findings, it was recommended needs of principals willingness and a positive attitude when confronting special needs students, continuous training, creating relationships with teachers, staff, parents, and students and parental involvement and the physical layout of the schools should be conducive for the inclusive education. Moreover, the local government should provide further guidance of how this can be achieved and others nearby non-governmental organizations. Finally, the ESRS education bureau would also need to monitor the progress of such a practice in order to ensure smooth transition from partial inclusion towards full inclusion and additional research works need to be done for final recommendations.