Exclusion in The Name of Inclusion: The Trial and Error of Inclusive Education in Ethiopia

Abstract

This paper was aimed to analyze the trial and error of inclusive education in Ethiopia. It was planned to scrutinize whether the design and implementation of policy and law on inclusive education was supporting students with disabilities to attain ‘effective education’ in the ‘general education system’.The broader assumption was that, the practice of inclusive educationin Ethiopia has been a ‘Trojan horse’ to non-direct exclusion in the name of inclusion. In order to test the above hypothesis, the paper employed a method that was applicable exclusively in legal research which is the black-letter or doctrinal methodology in line with empirical approach. The particular concern of the empirical approach, in this regard, was to examine the legal and human rights implications of ‘inclusion in education’ on the lived experience of students with disabilities. The primary data were employed by interpreting the legal instruments and conducting an in-depth interview with the concerned stakeholders. The secondary data were obtained through a critical engagement with existing literature on the subject. A practical instance has been made, from personal observation, for the necessity of analyzing the subject of ‘inclusive education’ from a perspective that entails respect for the human rights of persons with disabilities. And, the following major findings were obtained. The lack of enforcing regulations and educational law, underprivileged infrastructure and access, and dearth of teachers’ and parents’ support were the major barriers to inclusive education. It concluded, therefore, in the Ethiopian experimental practice, design and implementation of policy and laws is currently in shoddier state to serve the purpose and advantages of inclusive education. Based on the findings obtained some recommendations were suggested such as the need for paraprofessional support, the institutionalization of Parent-Teacher Associations, establishment of resource centers and the need for a preparatory class before full inclusion.