Attitudes of Teachers towards Inclusive Education in Ethiopia

Abstract

Many factors continue to affect and regulate the development of inclusive education in Ethiopia. A limited understanding of the concept disability, negative attitudes towards persons with disabilities and a hardened resistance to change are the major barrier impeding inclusive education. In response to this, there is a growing body of literature which argues that the problem should be approached methodically. Therefore, this paper reviews studies on attitudes of regular teachers towards inclusive education. It explores significance of attitudes, factors that might be affect teachers attitudes, teachers’ role and training in an inclusive setting and challenges of inclusive education. Teachers’ attitudes were found to be influenced by the nature and severity of the disabling condition, training of the teacher, experience, gender and availability of support. Implications from this review suggest the need to the availability of training, adapted curriculum, positive attitudes and utmost responsibility of the teachers.