Abstract:
The purpose of this study was to explore the stigma and discrimination against students with
disability in primary schools of Shone Administrative Town. A mixed-method research
approach with a sequential explanatory design was used to investigate the problem. 6 primary
schools were selected through simple random sampling technique. Quantitative data and
qualitative data were collected from regular teachers (N=36), special needs education
teachers (N=2), Schools principals (N=4), Parent Teachers Association members (N=2),
Students with disability (N=7) and Students without disability (N=144) using questinnaire and
interview. The qualitative data obtained through the questionnaire were analyzedand
interpreted by using different statistical tools like frequency, percentage, mean and standared
deviation. The analysis of the quantitative data was performed with the help of SPSS version
20 computer program. The qualitative data gathered through Sami-structured interview was
analyzed qualitatively using narration.The result shows that the majority of SWDs faced
stigma and discrimination in schools. In the majority of the primary schools basic facilities
were not adequate, and the schools were not physically safe, There were not enough teaching
and learning materials and inaccessibility of materials and some buildings were not
accessible to SWDs, socially full of challenges related to schools society. The lack of budget,
lack of co-operation with stakeholders, lack of experts in the area of SNE and lack of parental
and schools community involvements were major challenged in the remove of stigma and
discrimination to SWDs in primary schools. It is concluded that, though some progress has
been made, there are very huge challenges that impede the remove of stigma and
discrimination and improving educational achievements to SWDs. Finally, it is recommended
that the government need to focus on schools trained human power and budget should be
allocated at all levels of the administrative needs to facilitate training for all staffs and
responsible stakeholders need to work in collaboration. Furthermore, the educational
stakeholders are recommended to establish continuous professional development center
equipped with full educational material in inclusive schools
