ERIC Number: EJ1207329
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2147-0456
EISSN: N/A
Inclusive Education as an Approach to Reduce Inequitable Access to Education: Exploring the Practices of Jegnoch Metasebiya Primary School in Harar Town, Ethiopia
Hankebo, Teketel Agafari
Journal of Teacher Education and Educators, v7 n2 p123-138 2018
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.
Descriptors: Inclusion, Access to Education, Disabilities, Elementary School Students, Equal Education, Foreign Countries, Attitudes toward Disabilities, Educational Environment, Academic Accommodations (Disabilities), Student Personnel Services, Program Implementation, Enrollment
Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A