STIGMA AND DISCRIMINATION AGAINST STUDENTS WITH DISABILITY IN SOME SELECTED PRIMARY SCHOOLS OF SHONE TOWN HADIYA ZONE, SOUTHERN ETHIOPIA

Abstract

The purpose of this study was to explore the stigma and discrimination against students with disability in primary schools of Shone Administrative Town. A mixed-method research approach with a sequential explanatory design was used to investigate the problem. 6 primary schools were selected through simple random sampling technique. Quantitative data and qualitative data were collected from regular teachers (N=36), special needs education teachers (N=2), Schools principals (N=4), Parent Teachers Association members (N=2), Students with disability (N=7) and Students without disability (N=144) using questinnaire and interview. The qualitative data obtained through the questionnaire were analyzedand interpreted by using different statistical tools like frequency, percentage, mean and standared deviation. The analysis of the quantitative data was performed with the help of SPSS version 20 computer program. The qualitative data gathered through Sami-structured interview was analyzed qualitatively using narration.The result shows that the majority of SWDs faced stigma and discrimination in schools. In the majority of the primary schools basic facilities were not adequate, and the schools were not physically safe, There were not enough teaching and learning materials and inaccessibility of materials and some buildings were not accessible to SWDs, socially full of challenges related to schools society. The lack of budget, lack of co-operation with stakeholders, lack of experts in the area of SNE and lack of parental and schools community involvements were major challenged in the remove of stigma and discrimination to SWDs in primary schools. It is concluded that, though some progress has been made, there are very huge challenges that impede the remove of stigma and discrimination and improving educational achievements to SWDs. Finally, it is recommended that the government need to focus on schools trained human power and budget should be allocated at all levels of the administrative needs to facilitate training for all staffs and responsible stakeholders need to work in collaboration. Furthermore, the educational stakeholders are recommended to establish continuous professional development center equipped with full educational material in inclusive schools