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<p>This study investigates the implementation of inclusive education for students with special educational needs (SENs) in Ethiopian primary schools. The study employed qualitative research design, using semi-structured interviews, focus group discussions, and school observations. Findings show that teachers are keen to implement differentiated and collaborative instruction to accommodate students with SEN, yet challenges endure due to limited resources, ill-preparedness of teachers, and large class sizes. The findings also indicate that students have developed a sense of belonging and view inclusive education positively; however, concerns persist regarding experiences of bullying and the limited provision of individualized support and adapted learning materials. Parents value the socio-emotional developmental benefits of inclusion while concerned with the adequacy of support provided to their children. These imply that strengthening resource provision, enhancing teacher professional development, and promoting supportive school-family partnerships are essential for advancing inclusive education and achieving SDG 4 in Ethiopia.</p>

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The implementation of inclusive education for students with special educational needs in Ethiopian primary schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月20日

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  • Esayas Teshome Taddese,
  • Bereket Merkine Gebresilase,
  • A. Shorouk,
  • Kelemu Zelalem Berhanu,
  • Zebdewos Zekarias Elka,
  • Subadrah Madhawa Nair

摘要

This study investigates the implementation of inclusive education for students with special educational needs (SENs) in Ethiopian primary schools. The study employed qualitative research design, using semi-structured interviews, focus group discussions, and school observations. Findings show that teachers are keen to implement differentiated and collaborative instruction to accommodate students with SEN, yet challenges endure due to limited resources, ill-preparedness of teachers, and large class sizes. The findings also indicate that students have developed a sense of belonging and view inclusive education positively; however, concerns persist regarding experiences of bullying and the limited provision of individualized support and adapted learning materials. Parents value the socio-emotional developmental benefits of inclusion while concerned with the adequacy of support provided to their children. These imply that strengthening resource provision, enhancing teacher professional development, and promoting supportive school-family partnerships are essential for advancing inclusive education and achieving SDG 4 in Ethiopia.