Research proposal title: Inclusive practices at Delel primary school

classrooms: South wello

 1. Introduction
This study investigate the practice of inclusive education at Delel primary school
classrooms: South wello .Also, it aims to contribute its share for the realization of the how
inclusive education is implement in regular class room. The study will be focused on
revealing, analysing, describing and disseminating classroom practices in inclusive settings in
such a way that Delele primary teachers can implement inclusive practices on a wider scale
in their classrooms. Furthermore, it addresses decision-makers within the educational system
by presenting the necessary conditions for teachers to become inclusive in their practice.

The study uses qualitative research method to collect data. This method is concerned with
exploring the existing current status of inclusive education practices in the selected primary
school. Participants of the study will be six school principals, four general education
teachers, ten students two school psychologist(if available) included the study. For
sampling technique...........................................

For data collection interview (structure and semi structure) document consultation and
check..........................................................
 1.1Background of the Stud
Education is human right, as reflected in the principle of Universal Primary Education , and
Education for All goals to which Ethiopia has committed. Ethiopia has ratified the UN
Convention on the Rights of Persons with Disabilities in 2006, which recognizes the right of
persons with disabilities to inclusive education at all levels of the education system. This
enhances its recipients’ quality of life, enabling them to become independent, productive
citizens with sense of dignity and self-worth. In this regard, inclusive learning environments
will aid all children in their learning and meet their potential. Again, it promotes social equity
and eliminates discrimination among the disabled. Inclusive education is more cost-effective
than the creation of special schools across the country, especially in the rural areas.

Inclusive education is a democratic setup, which relies on equal rights and equal
opportunities. So, to make sure that the disabled are accepted, respected and not
discriminated in schools becomes necessary. It also emphasizes that educational environment
must be adjusted to meet the needs of all learners. Children with special needs meet a wide
range of barriers in learning. Often, these learning barriers are associated with inclusion,
and involve several factors such as quality of assessment, placement, quality of services,
interaction between disabilities and teachers, socio-cultural environment and
availability of facilities. Quality of service is one of the main aspects of successful
implementation of inclusive education.

So far as socio-cultural environment is concerned, the parents belonging to the low socio-
economic status of society are lack of awareness about disability education and hesitate to
send their kids to special schools as well as inclusive schools. Besides, found that the
majority of teachers hold neutral or negative attitudes towards the inclusion of pupils
with special needs in regular primary education. On the contrary, strength of current
inclusive education system, the Ethiopian Constitution establishes the universal right to
education and emphasizes the need to allocate resources and provide help to disadvantaged
groups (articles 41 and 91). Ethiopia has ratified various international conventions and
instruments of relevance to inclusive education.Of particular significance is the UN
Convention on the Rights of Persons with Disabilities, 2006, in which Articles emphasize
inclusive education. The 1994 Education and Training Policy of Ethiopia are for providing
education for all children.
On the other hand, government commitment to universalizing primary education to all
criticizes is not only a right but also a guarantee for development. A wide range of NGOs
and organizations representing people with disabilities are playing an active role in promoting
and implementing inclusive education in Ethiopia. In addition, ESDP IV has much described
future developments in inclusive education.

The second new special needs education strategy addressed problems despite rapid expansion
of the education system; however the sector faces several key challenges relevant to the
education of special children. These includes: limited access to education for the most
vulnerable children, achievements in access have not been accompanied by adequate
improvements in quality, weak capacity to plan, manage and check the education system,
low-level of awareness and capacity to address special needs education in schools, out of
school children, drop-outs, repetition, negative attitudes, poor teaching skills, insufficient
trained support staff, inaccessible and unsafe built environment, insufficient materials, lack of
interpreters for deaf learners, graduates from special needs lack practical skills and etc.

Based on above arguments, inclusive education requires a commitment and

accountability to the underlying philosophy from educators at all levels of the education
and support from the stakeholders. Thus, the point will be made in the present paper is
in case of those theories, how this is to be achieved in practice.
 1.2. Statement of the Problem
In Ethiopia, schooling for students with special needs is evolving at a rapid rate due to
educational and legal changes in the country. In most cases, these changes might have its own
contribution in giving access to the education of the people with disabilities. Currently,
special classes and inclusive schools for the children with special needs are increasing in
number gradually. These nationwide movements toward opening integration classes in
regular schools are part of the inclusive education movement and the result of the expansion
of the inclusive education program. However, inclusion should not mean dumping children
into the regular education classes. Teachers have to make sure quality education for all.
Quality education does not simply mean cognitive learning. Human values, attitudes, skills
and competencies are also important. Guaranteeing and about the right to education in the
neighbourhood school is a challenge which every teacher has to meet with dedication and
sincerity otherwise inclusion will be a frustrated attempt, if not a disaster.

These new paradigms shift to inclusive education of the country show a need to investigate
about implementation of inclusive education in terms of its practices, opportunities and
challenges in current school settings. In this regard, stated that the current movements of
inclusion of pupils with special educational needs in mainstream schools should be assessed
in terms of its potential impact on pupils’ academic performance as well as its impact on their
social adaptation. This requires an in-depth study in implementation of polices in the
education system of inclusive primary schools.

Regarding the readiness of teachers, the principals revealed that teachers are limited by
professional knowledge and skill to treat these exceptional children. They indicated the
reason that most grow up and teaching regular students in regular education system.
Therefore, they follow the traditional way of teaching. The teachers have low expectations
from the learner with special needs and may not give him/her challenging work. Thus may
make the learner give up trying, as his/her efforts are not appreciated. They are not free from
traditional approaches, practicality, student centred and individualized educational supports
are not exercised. Teaching and learning take place in a haphazard manner, teaching methods
are traditional (chalk and talk), teachers are not equipped to match the learners with their
diversity needs, and learners suffer from problems of inadequate support.
Teachers lack of individual attention to learners due to large teacher: pupil ratio. In this
regard, many invisible children with learning difficulties are suffering from unjust education
system in regular classrooms. However, they started to attend the schools. Students with
special needs are not profitable in the academic education as a result of above mentioned
reasons. Hence, the implementation of inclusive education is highly problematic due to lack
of positive attitudes of teachers, school administrators, economic support, communication
and language problems, absence of supportive bodies, shortage of trained teachers, lack of
commitment and follow up from stakeholders and lack of conducive learning environment.
Hence, focusing on inclusive education, this study will attempt to check practices of
children with special needs in inclusive primary schools class room of south wello Zone
at Delelel.
 Reference

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