Teacher Inclusiveness In Their Teaching Practices

The purpose of this research was to examine teacher’s inclusiveness during their teaching in one rnselected government elementary school of Addis Ababa. Qualitative approach was employed in rnthis study. Case study research design was applied to explore teacher’s inclusiveness in their rnteaching practices. From the school five teachers who are teaching inclusive classroom were rnpurposely selected as sample Participants. Interview and observation were used as a tool of data rncollection. Findings of this study were the following; most teachers prepared for delivering rncontents through common instruction method for only average students, teachers have rnknowledge gap on special need education, existences of sound pollution around the classroom, rnlack of interest on learning among students, no teaching aid for specific subjects like civics, rnstudents participation from subject to subjects and also from teachers to teachers was different. rnHowever, to overcome and bring changes; developing knowledge related to diversity, and using rndifferent instructional strategies to address students diverse learning needs and hearing all voice rnin the classroom are expected from the teachers.

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