School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia

Abstract

The main purpose of this study was to explore the perceptions of school principals and teachers of Sebeta town primary government schools (grade 1-8) on inclusive education. To achieve this purpose a descriptive survey research designs was implemented. The data were collected from 16 school principals and 78 teachers of eight different schools using questionnaire, structured interview and observational check list. Quantitative data were analyzed using SPSS version 20.The finding of the study revealed that, school principals and teachers have positive perceptions towards inclusive education. However, due to the lack of inclusive educational materials and unsuitable school physical structures, the level of implementation of inclusive education in general schools were very poor (mean score < 9). There was no significant difference (p > 0.05) between teachers of different schools, gender, teaching experience, education level, and subject of graduation of teachers’ on perceptions of inclusive education. Support given to schools from various educational stakeholders to implement inclusive education is unsatisfactory. Thus, collaborative efforts between schools and various educational stakeholders to implement inclusive education in general schools are recommended.