Abstract:
The main purpose of this study was to explore practices and challenges in the implementing
“O- class” program in government primary schools of Ameya Woreda. The study employed
multiple case study design with qualitative approach. The study sites, teachers, and Woreda
education experts were selected by using purposive sampling technique. Whereas principals
and supervisors selected by using available sampling. Totally, the study involved 3 principals,
3 supervisors, 3 “O-class” teachers and two Woreda education office experts. Moreover, data
gathering tools interview guide, observation and document review were used. The collected
data was analyzed by using a cross-case analysis method and using narration and the
summary of the respondents’ words. Results obtained revealed that the studied primary
schools with “O-classes” have no adequate classrooms, conducive playgrounds, separate
toilet, basic educational materials and training and experience sharing given to enhance
teachers’ awareness. It also revealed that most schools teachers planned induction course and
CPD program, but not about O-class program skills development. In most of sampled schools
question and answer, and explanation were dominant teaching methods for “O-class”
program. Furthermore, in the schools participated in this study the “O-class” program
suffer from lack of budget, lack of water, lack of awareness and inaccessibility of the schools
for children with disabilities. Therefore, it is suggested that the schools, Woreda Education
Office, and Regional Education Bureau facilitate awareness creation for stakeholders,
allocate budget, expand training opportunities for teachers related to “O-class” program and
discuss on the ways to overcome the challenges, which influence the implementation of “Oclass”
program.
