1.2 Challenges in Implementing Inclusive Education in Ethiopia
Challenges in Implementing Inclusive Education in Ethiopia
By: Kidist Seyoum Teshome ( March 01, 2018)
Abstract
Promoting opportunities for people with disabilities requires free access to basic education that welcomes all disabled children to school without discrimination. This study begins with an overview of the Ethiopian government’s strategies and new legislation aiming to support the realization of the right of disabled children to an inclusive education. Then, the related literature on international policies and concepts of inclusive education have been reviewed. The study addressed critical factors challenging the opportunities to implement inclusive education in selected primary schools in Addis Ababa’s administrative region. The assessment indicates that many critical challenges continue to affect and regulate the development of an inclusive education system that remains elusive in the country. The impact of a limited understanding of the concept of students with disabilities, and other institutional and socio-economic barriers, are then discussed and followed by suggested recommendations.
1.2 Challenges in Implementing Inclusive Education in Ethiopia
1920 Sangren Hall
Promoting opportunities for people with disabilities requires free access to basic education that welcomes all disabled children to school without discrimination. This study begins with an overview of the Ethiopian government’s strategies and new legislation aiming to support the realization of the right of disabled children to an inclusive education. Then, the related literature on international policies and concepts of inclusive education have been reviewed. The study addressed critical factors challenging the opportunities to implement inclusive education in selected primary schools in Addis Ababa’s administrative region. The assessment indicates that many critical challenges continue to affect and regulate the development of an inclusive education system that remains elusive in the country. The impact of a limited understanding of the concept of students with disabilities, and other institutional and socio-economic barriers, are then discussed and followed by suggested recommendations.