PARTICIPATION, CHALLENGES AND OPPORTUNITIES OF CHILDREN WITH DISABILITIES IN PRIMARY EDUCATION: THE CASE OF WEMBERA WOREDA, ETHIOPIA

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.