IMPLEMENTATION OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN PRE-PRIMARY SCHOOLS AT HIRNA TOWN, OROMIYA REGIONAL STATE

Abstract

The purpose of this study was to explore the implementation of inclusive education for children with disabilities in pre-primary schools at Hirna Town, Oromia regional state. It was conducted in three pre-primary schools at Hirna Town. A qualitative research method with multiple case study designs was employed. Parents of children with disabilities, pre-primary education teachers, school principals, and Town education office expert were selected through a purposive sampling technique. Regarding the data-gathering process, an in-depth interview guide, focus group discussion, observation, and document review were used. Thematic data analysis technique was used to analyze the data collected through multiple sources, and three major themes were generated inductively. The findings of the study indicated that most preschool teachers and school principals had committed to support children with disabilities in preprimary schools. But the sample preprimary schools are not that much conducive for children with disabilities such as, poor accessibility, inadequate accommodation and modification, poor skills among teachers, lack of planning, monitoring, and evaluation from education stakeholders regarding the education of children with disabilities in pre-primary schools. Moreover, teachers in pre-primary education lacked the necessary training, there was a shortage of appropriate facilities and materials for children with disabilities. Therefore, it can be concluded that the right to early education for children with disabilities is only acknowledged in theory, as pre-primary education is treated as an afterthought for these children. Finally, the researcher recommended that the selected pre-primary schools prioritize and demonstrate commitment to Implement inclusive pre-primary education for children with disabilities. It is essential for all stakeholders and professionals to collaborate in order to enhancing the implementation of Inclusive education in preprimary schools.