PRACTICES AND CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION IN SOME SELECTED PRE-PRIMARY SCHOOLS IN DIRE DAWA CITY ADMINISTRATION

Abstract

The purpose of this study was to assess the practices of inclusive education in three selected pre primary (O-class programs) attached to government primary schools in Dire Dawa City Administration, as well as the challenges that hinder the practice of inclusive education at selected schools. Three government pre-primary schools were selected because inclusive education takes place in those selected schools. A qualitative research method was employed. Purposeful sampling method was used to select all the respondents for the study. Six parents of children with special educational needs, three primary school principals, five special needs education teachers, one regular teacher, and one special needs education expert made up the total of sixteen respondents who participated in the study because of they have rich experiences to inform the research questions and enhance understanding of the phenomenon under study. The data collection tools were focus group discussions, semi-structured interviews, document review and observation. The data gathered were transcribed, analyzed, described and summarized. The study's findings revealed that all pre-primary schools have the necessary facilities for inclusive education practices, including clean water supplies, wide entrance and exit gates, classrooms with functional ramps, and facilities for students with disabilities, including wheelchairs, abacuses, white canes, tape recorders, slates, and styles; well-equipped resource centers with learning materials feeding programs, uniforms, exercise books, pens, and bags. The majority of participants had positive perception towards inclusive education. The low-income families and children with special needs had participated equally in pre-primary schools despite challenges such a shortage of special needs teachers, insufficient play areas, and inappropriate toilets. For inclusive education to be successful there must be cooperation between the city administration education bureau, principals, teachers, families, and different organization