Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Abstract

The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using a survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A ques-tionnaire consisting of open and close-ended items was administered to collect data from participant teachers. The close-ended questions measured teachers’ perceptions of readiness and open-ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in inclusive classrooms. While variables such as participants’ gender and grade level taught do not generate variations in teachers’ perceptions of readiness, teaching experience seemed to generate variations. It is revealed that the lack of short-term pieces of training and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implemen-tation. In general, teachers lack the readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to revisit the teacher education program in Ethiopia.