Trends of Inclusive Education and Impediments in Urban Schools of Ethiopia

Abstract

The majority of children with disabilities are out of school and living in deprived circumstances in Ethiopia. International Monetary Fund (The federal democratic republic of Ethiopia: Country report. IMF, Washington, DC, 2013) country report indicates that the population of Ethiopia is nearly 90 million while World Health Organization (World report on disability. WHO, Malta, 2011) report infers that Ethiopia has 17.5 % prevalence of disabilities. In line with the estimate, the recent national report of the country shows that only 77, 850 (0.6 %) of children with disabilities were enrolled in 2013/2014 academic year (Ministry of Education, Education sector development program 5: Program action plan. Ministry of Education, Addis Ababa, 2015). It is apparent that children with disabilities who are living in urban area gets more access to schooling where the schools have relatively better awareness and face pressure from the top education leaders to welcome children with disabilities. However, most urban schools seem to highlight the physical presence of children with disabilities and although are less equipped to provide appropriate educational services. The education policy given emphasis to address education of children with disabilities, however, indicators suggest that practicing inclusive education and implementing the education policy is not widely addressed. To examine the opportunities and major barrier in execution of inclusive education, this chapter qualitatively analyses the Ethiopian Education Policy, the Education Sector Development Programs and the Special Needs Education Strategy of Ethiopia in line with the execution of inclusive education in urban schools and examine the implementation barriers in schools of Addis Ababa. It recommends areas that might need attention for improvement which leads to successful inclusion.