The practice of inclusive education in Ethiopia from educational psychology and social inclusion perspective

Abstract

Since Ethiopia is a member state of the United Nations, the inclusion of students with special needs in schools has become a human rights issue acknowledged in the country. The assumption behind inclusion in the country centers is the development of appropriate pedagogies and inclusive learning environments that address the special needs of all students. Structurally, it seems there are improvements in inclusive education all over the country. However, practically, students with special needs continue to experience educational, psychological, and social challenges in some selected “inclusive schools”. Thus, the article explored the practice of inclusive education in two selected primary schools in southern Ethiopia. The study included 18 chosen samples including 12 students with special needs and six teachers. The study used non-participant observation and semi-structured interviews in a multiple case study approach. It also followed six stages of theme analysis, put forward by Braun and Clarke, in the data analysis process. The findings revealed that while the selected inclusive schools included students with special needs, they faced numerous challenges. The study suggests rethinking the practical approaches of the schools to go along with the core philosophy of inclusive education under the guidance of educational psychology and social inclusion theories.