Inclusive Education as an Approach to Reduce Inequitable Access to Education: Exploring the practices of Jegnoch Metasebiya Primary School in Harar Town, Ethiopia

Abstract

High-quality inclusive education program is indispensable to ensure access to education for children with disabilities. This study examined accessibility of instructional provision for children with disabilities. Qualitative, case study method was carried out, using purposive sampling followed by observation, interview and focus-group discussion to collect data. It begins with introducing how Inclusive education (IE) enhances learning accessible. Jegnoch Metasebiya Primary School is one of the schools awarded in the country for its best performance. The study revealed that the number students with disabilities enrolled in the school were not significant. It also found that the schooling and instructional activities were not accessible for the children. The study concluded that the school was implementing an integrated approach. Recommendations were made for the regional education office and the school to allocate adequate budget, promote inclusive education and to strengthen collaboration with all stakeholders

Keywords

• Inclusive education, primary school, children with disabilities, equitable access to education

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