Abstract:
The purpose of this study was to explore existing practices and challenges in implementing
inclusive education in Duna Woreda. A qualitative method approach with a survey research
design was employed. Qualitative data was collected from primary school teachers (N=8),
school principals (N=4), special needs educators (N=4), students with special educational
needs (N=5), and Woreda education office expert (N=1) using a semi-structured interview
and observation. Out of 130 populations, 4 participants were selected by using available
sampling techniques, and 18 key informants were selected by using purposive sampling
techniques. The qualitative data were analyzed thematically. Semi-structured interview guide
and observation were used to generate the necessary data. The findings of the study showed
that there are progressive actions in the inclusion of students with special educational needs,
accessibility of school environment and basic facilities, availability of learning materials, and
support provision in government primary schools. However, the extent of implementation of
inclusive education was minimal. In the majority of primary schools, instructional materials,
and facilities were not adequate. Moreover, the lack of awareness and positive attitudes, lack
of sufficient knowledge, skills, training, and budget, and the lack of collaboration among
stakeholders were found to be the major challenges that prevent the implementation of
inclusive education. The study concluded that the existing practices of inclusive education
were not found to be at the needed level and professional and logistic gaps were the major
challenges for the implementation of inclusive education. Finally, it is recommended that a
sufficient budget should be allocated at all levels; the Woreda education office needs to
facilitate training for all staff; responsible stakeholders should strengthen collaboration were
the recommended issues for the successful implementation of inclusive education for students
with special educational needs
