Practices, Challenges and Opportunities of Inclusive Education Implementation in Kambata Tambaro Zone, Ethiopia

Abstract

The purpose of this study was to assess the practices, challenges and opportunities of implementation of inclusive education in Kembara Tembaro zone, Southern Ethiopia. The study used qualitative research method to collect data. This method is concerned with exploring the existing current status of inclusive education practices, challenge and opportunities. Participants of the study were seven district education experts, seven school principals, two education experts of the zone and two education experts of the region bureau included in the study. For data collection interview, document consultation and checklists were used. The finding revealed that there are inadequate infrastructures and education facilities, sanitation facilities, lack of ramps, dirty and dusty classrooms and acoustically non-treated classrooms, equipments and services; moreover, negative attitudes of teachers, lack of budget, limited professionals, lack of responsible personnel in district, zone and region education offices. Parents started to send their children to school; however, there is lack of skilled professionals who will screen and identify according to interests of learners. There is highest number of repeaters and dropouts in early schools because of unfriendly learning environment for diversified learners. The study suggested that high attention is needed from the concerned parties for the implementation of the inclusive education in the zone.