Inclusive Education in Practice: Challenges and Experiences of Students with Orthopedic Impairments in Primary Schools

Abstract

The implementation of inclusive education for students with orthopedic impairments (SWOI) remains a significant challenge in many developing countries, including Ethiopia. This study examines the implementation of inclusive education for students with orthopedic impairments (SWOI) in primary schools in Arba Minch City, Gamo Zone of South Ethiopia Regional State, focusing on challenges, experiences, and intervention strategies. A convergent parallel mixed-methods design was employed, integrating quantitative data from 50 teachers via structured questionnaires with qualitative data from focus group discussions, interviews with 15 students (SWOI), their parents, school directors, and education experts, along with observational studies. The findings reveal that SWOI face what we term "passive inclusion"—physical presence in classrooms without meaningful educational participation. Major barriers include inaccessible learning environments, inadequate teacher preparedness, limited use of differentiated pedagogy, and pervasive social stigma, creating a cycle of educational disadvantage characterized by psycho-social distress, restricted academic engagement, and high dropout rates. The study concludes that systemic failures, particularly the absence of collaborative support teams and assistive technology, underpin these adverse outcomes. We recommend an ecological-systems approach involving infrastructural modifications guided by Universal Design principles, comprehensive teacher training, strategic provision of assistive technologies, and establishment of functional school-based support teams to foster genuine inclusion in low-resource settings.