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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