Abstract:
The purpose of this study was to explore the implementation of inclusive education for children
with disabilities in pre-primary schools at Hirna Town, Oromia regional state. It was conducted
in three pre-primary schools at Hirna Town. A qualitative research method with multiple case
study designs was employed. Parents of children with disabilities, pre-primary education
teachers, school principals, and Town education office expert were selected through a purposive
sampling technique. Regarding the data-gathering process, an in-depth interview guide, focus
group discussion, observation, and document review were used. Thematic data analysis
technique was used to analyze the data collected through multiple sources, and three major
themes were generated inductively. The findings of the study indicated that most preschool
teachers and school principals had committed to support children with disabilities in preprimary
schools. But the sample preprimary schools are not that much conducive for children with
disabilities such as, poor accessibility, inadequate accommodation and modification, poor skills
among teachers, lack of planning, monitoring, and evaluation from education stakeholders
regarding the education of children with disabilities in pre-primary schools. Moreover, teachers
in pre-primary education lacked the necessary training, there was a shortage of appropriate
facilities and materials for children with disabilities. Therefore, it can be concluded that the right
to early education for children with disabilities is only acknowledged in theory, as pre-primary
education is treated as an afterthought for these children. Finally, the researcher recommended
that the selected pre-primary schools prioritize and demonstrate commitment to Implement
inclusive pre-primary education for children with disabilities. It is essential for all stakeholders
and professionals to collaborate in order to enhancing the implementation of Inclusive education
in preprimary schools.
