Inclusive Education Practices Of Primary Schools In Yeka Sub City

The purpose of this study is to investigate and identify the special Needs/inclusive education practices andrnchallenges of students with disabilities at primary schools. Having special needs/inclusive education is tornvalue children with special needs(disabilities) so they can participate equally in all educational activitiesrnalongside their peers( without special needs). There should not be any discrimination, segregation orrnisolation of these children with special needs from being educated rather they must be given an equalrnopportunity to participate alongside children without special needs. The study conducted in three primaryrnschools in Yeka sub city of Addis Ababa and seeks to investigate the wereda and primary schoolsrnteachers’ views and experiences on the special needs/ Inclusive Education practices in regular schools.rnPrimary and secondary Data for the study were gathered and analyzed from the interview transcripts,rnobservation and documents review. The findings from the study revealed that most teachers and woredarnofficials supported the notion of special needs/Inclusive Education Policies and strategy and would like tornimplement it. However, they indicated that their needs to be a change in attitudes of teachers, peers,rnleaders, parents/caregivers and the community to provide sufficient assistance for children with specialrnneeds (Disabilities). Most teachers felt that their needs to be more awareness of the strategies,rnconventions and the importance of SNE /inclusion. The barriers for teachers with in SNE/inclusiverneducation practices are likely the result of their beliefs and experience in relationship to students withrndisabilities and professional supports. Teachers’ limited knowledge of teaching children with specialrnneeds also highlighted. In this study, teachers admitted that they need more training in the field ofrneducating children with special education in order to accommodate and teach children with special needsrnand the woreda officers also need to get training in the field of SNE. The lack of budget and learningrnmaterials allocation, and commitment are also the major challenges for practicing the Specialrnneeds/Inclusive education. All these issues highlighted are very important and it hoped that the outcomernof the Findings would provide the sub city with new strategies to improve and strengthen theirrncommitment to practice SNE/Inclusive Education. The results suggest that there are important to providernthe trainings, assessment tools, incentives, budget and material allocation, available accessibilities andrnbrings the attitudinal changes in each educational levels

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