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Examining the Challenges of Inclusive Education in Ethiopia: The Case of Addis Ababa Inclusive Primary Schools

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Title: Examining the Challenges of Inclusive Education in Ethiopia: The Case of Addis Ababa Inclusive Primary Schools
Language: English
Authors: Abebayehu Desalegn Lojamo, Demoze Degefa Alemu, Tak Cheung Chan
Source: Educational Planning. 2026 33(1):146-161.
Availability: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Elementary School Students, Educational Policy, Educational Practices, Barriers, Attitudes toward Disabilities, Intervention, Equal Education, Social Bias, Teacher Attitudes, Administrator Attitudes, Principals, Elementary School Teachers, Negative Attitudes, Teaching Methods, Curriculum, Accessibility (for Disabled), Educational Resources
Geographic Terms: Ethiopia
ISSN: 1537-873X
2998-7067
Abstract: This study explores the challenges affecting the implementation of inclusive education for students with disabilities in primary schools in Addis Ababa, Ethiopia. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document review from teachers, school principals, and itinerant teachers. Despite formal legal and policy frameworks supporting inclusion, findings reveal persistent gaps between policy and practice. Key challenges include negative attitudes among educators, school leaders, parents, and the wider community; inflexible teaching methods and curricula that inadequately address learner diversity; physically inaccessible school environments; and limited resources, including adaptive materials, assistive technologies, and trained support personnel. These challenges are interrelated, reflecting systemic, social, and institutional barriers rather than deficiencies in students themselves. Analysis through the Social Model of Disability and Bronfenbrenner's Ecological Systems Theory highlights how exclusion operates across multiple levels--from classroom interactions and school leadership to policy, societal norms, and cultural beliefs--underscoring the complexity of achieving meaningful inclusion. The study emphasizes that addressing these barriers requires a coordinated approach, including enhanced teacher preparation and professional development, strengthened school leadership, infrastructural adaptations, increased funding, and active community engagement. By illuminating the multidimensional factors that constrain inclusive education in Addis Ababa, this research provides evidence-based insights for policymakers, educators, and stakeholders committed to promoting equitable educational opportunities for all students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500589
Database: ERIC
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  Data: Examining the Challenges of Inclusive Education in Ethiopia: The Case of Addis Ababa Inclusive Primary Schools
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  Data: <searchLink fieldCode="AR" term="%22Abebayehu+Desalegn+Lojamo%22">Abebayehu Desalegn Lojamo</searchLink><br /><searchLink fieldCode="AR" term="%22Demoze+Degefa+Alemu%22">Demoze Degefa Alemu</searchLink><br /><searchLink fieldCode="AR" term="%22Tak+Cheung+Chan%22">Tak Cheung Chan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Planning%22"><i>Educational Planning</i></searchLink>. 2026 33(1):146-161.
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: This study explores the challenges affecting the implementation of inclusive education for students with disabilities in primary schools in Addis Ababa, Ethiopia. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document review from teachers, school principals, and itinerant teachers. Despite formal legal and policy frameworks supporting inclusion, findings reveal persistent gaps between policy and practice. Key challenges include negative attitudes among educators, school leaders, parents, and the wider community; inflexible teaching methods and curricula that inadequately address learner diversity; physically inaccessible school environments; and limited resources, including adaptive materials, assistive technologies, and trained support personnel. These challenges are interrelated, reflecting systemic, social, and institutional barriers rather than deficiencies in students themselves. Analysis through the Social Model of Disability and Bronfenbrenner's Ecological Systems Theory highlights how exclusion operates across multiple levels--from classroom interactions and school leadership to policy, societal norms, and cultural beliefs--underscoring the complexity of achieving meaningful inclusion. The study emphasizes that addressing these barriers requires a coordinated approach, including enhanced teacher preparation and professional development, strengthened school leadership, infrastructural adaptations, increased funding, and active community engagement. By illuminating the multidimensional factors that constrain inclusive education in Addis Ababa, this research provides evidence-based insights for policymakers, educators, and stakeholders committed to promoting equitable educational opportunities for all students.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 146
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Equal Education
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      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Principals
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Curriculum
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Educational Resources
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      – SubjectFull: Ethiopia
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    Titles:
      – TitleFull: Examining the Challenges of Inclusive Education in Ethiopia: The Case of Addis Ababa Inclusive Primary Schools
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              Type: published
              Y: 2026
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