ASSESSING THE IMPLEMENTATION OF INCLUSIVE EDUCATION; THE CASE OF ARBAMINCH COLLEGE OF TEACHERS EDUCATION
FASIL GIRMA *
Arbaminch College of Teachers Education, Ethiopia.
*Author to whom correspondence should be addressed.
Abstract
The purpose of this research was assessing the implementation of inclusive education in Arbaminch college of teachers education with emphasis to the analysis of practice of inclusive education , challenges in implementing inclusive education and strong sides in the implementation of inclusive education, to this end, a descriptive survey design method was employed. Both primary and secondary sources of data were used. The primary source were principals, instructors and students of Arbaminch college of teachers education where as the secondary sources were different reports from unit and departments. A total of 66 respondents were participated in this study. Data collection tools were questionnaires, interview and focus group discussion. Based on the data analysis the following major findings were obtained. That study revealed that majority instructors did not get training on how to implement inclusive education and the college learning environment is not comfortable especially for students with disability and also there are beginning practice such as establishment of resource center, material support and construction of roads. To implement inclusive education in better way it is important to adapt the learning and material environment, facilitating training programs in teaching strategies and implementation of inclusive education should facilitated by the college community.
Keywords: Seasonal variation, Inclusive education, diseases, integration, tasar silk worm, implementation, Antheraea niyllita D., challenges, control
How to Cite
Downloads
References
MOE. Inclusive education in primary school. Jimma University (Unpublised); 2013.
UNESCO. Understanding & responding to children’s needs in inclusive classrooms: A guide for Teaches; 2001
Suzanne C. Inclusion needs a different school Culture. International Journal of inclusive Education. 1999;3(3):257-268.
Nes K. Why does education for all have to be inclusive education? In Allan, J. (ed.) Inclusion, Participation and Democracy: What is the Purpose? Kluwer Academic Publishers, Dordrecht, Boston, London; 2003.
Mmbaga DR. The inclusive classroom in Tanzania: dream or reality? Stockholm: Institute of International Education, University of Stockholm. 2002;59.
Constitution of the Federal Democratic Republic of Ethiopia. Addis Ababa; 1994.
MoE. Education and training policy. EMPDA: Addis Ababa; 1994.
MOE. Special Needs/Inclusive Education Program Strategy Implementation Guideline. MoE: Addis Ababa; 2012.
MOE. Special Needs/Inclusive Education Program Strategy. MoE: Addis Ababa; 2012.