Abstract:
Children with disabilities account for a large proportion of those out of school worldwide. Also,
participation of children with disabilities in education in Ethiopia is very low. The main
objective of this study was to explore the participation, challenges and opportunities of children
with disabilities in primary education in case of Wembera woreda. Qualitative research
approach with case study research design were applied and the data were collected from
students, teachers, school principals, special need education experts and parents of students with
disabilities in primary school of selected study areas were interviewed. In selecting key
informants and focus group discussion participants, purposive sampling techniques were
employed. The data obtained from both primary and secondary sources were analyzed using
thematic analysis. Accordingly, the finding indicated that the schools had significantly lower
levels of participation of children with disabilities in terms of school enrolment, classroom
activities and social activities. The study revealed that distance of the school, financial
hardships, lack of trained teachers, lack of educational materials, and negative attitude of
society and gender discrimination presented as challenges facing children with disabilities in
primary education in the study area. The study also revealed that the opportunities like the
students’ motivation and support of friends, empowerment of children with disabilities, positive
attitude to increase enrolment rate for both genders and support of government. It can be
concluded that the participation of children with disabilities is low and the students faced many
challenges to participate children with disabilities in primary education. Moreover, the schools
have little opportunities and these opportunities pave the way to promote the participation of
primary education. Finally, the recommendation indicated that the government should equipping
schools with teaching aids for children with special needs, training teachers; the schools should
be make the school environment accommodative to disabled children through counseling of the
isolated and discriminated CWDs and teachers, children without disabilities and school
authorities should be encouraged to institute and provide positive attitudes towards the
education of children with disabilities.
