Early Childhood Education As A Step Towards Inclusion The Case Of Enat Pre-school Injibara Awl Zone System

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This study attempts to assess and evaluate to what extent inclusive early childhood education isrnpracticed and implemented in A WI zone, Injibara sub-city Enat pre-school. To achieve thisrnobjective a qualitative research method was employed. The samples were selected by purposefulrnsampling method. The respondents were 14, three teachers, three children, three parents, threerneducational experts and two community members. The data was collected through observations,rninterviews and document reviews. Semi-structured interviews were prepared and an observationrn• check list was designed to outside and classroom observation of pre-school. The data wasrnanalyzed and discussed in descriptive way. By categorizing the data in groups mean that classrnroom observation, outside class room observation, interview and document analysis data andrnthen which data is related to the research questions: the practice of inclusive education,rnexperience sharing, and awareness of teachers and parents. it is summarized and describedrndeeply. The findings of the study showed that the sample school compound is not that muchrnIrnconducive for all children, such as the narrow classes, great number of children in the class,rnnarrow play ground, absence of resources room, high traffic areas and sound disturbance arerngreat physical barriers of the pre-school. On the other hand a good re lationship among thernchildren, teachers and children and teachers and teachers was ob se rved~lIij'he teacher's activitiesrnto help the children with disabilities, enrolling them to the class, instead of leav ing them at homernare an indication of to a step up towards inclusive education. Lack of traini ng of teachers, expertsrnand parents are great barriers to implement inclusive education. Absence of experience sharingrnof pre-schools, limited support system of the supervision and collaboration of stakeholders is thernother barrier to a step towards inclusive early childhood education of Enat r~ re- school. FinallyrnI based on the findings and discussion made, some helpful suggestions have been recommended

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Early Childhood Education As A Step Towards Inclusion The Case Of  Enat Pre-school Injibara Awl Zone System

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