Primary School Teachers role to implementing Inclusive Education in Selected Primary Schools of Hawassa City Administration, Sidamma Region

Abstract

The purpose of this study was assessing primary school teacher’s role to implementing inclusive education in selected primary schools of Hawassa city administration. To achieve this purpose, the researcher utilized a convergent mixed research method. The questionnaire was responded by 46 teachers and 12 experts. Likewise semi-structured interview was conducted with 4 principals and nine students with disability. They were selected from four sampled primary schools. Quantitative data was tabulated and analysed by using descriptive statistics and inferential statistics. Whereas, the qualitative data was analysed using a thematic analysis approach. The finding of the study shows that, teachers failed to carry out their roles in an accurate manner to the implementation of inclusive education practices. Hence, inclusive education in participant schools was not practiced well. This is because of Teachers didn’t understand well about their role to implement inclusive education; the absence of adequately trained teachers about the implementation of inclusive education; teachers also lack knowledge, commitment and consistency to implement inclusive education. Furthermore, lack of appropriate instructional materials for learners with disabilities; a shortage of experts trained in special needs education; and a lack of parents and community awareness about their children's education were another factors influencing the implementation of inclusive education. Thus, this condition directly challenges the implementation of inclusive education and exacerbates the barriers that prevent students with disabilities from attending school in particular and from participating in other activities of community in general. Hence, the researcher suggested: provision of adequate training for teachers; employing more experts in special needs education; improving the budget allocated for implementation of inclusive education; and inaugurating policy to evaluate the practice of teachers in particular and schools in general regarding the implementation of inclusive education