The Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Authors

    Tsigie Zegeye

Published:

2022-12-04

DOI:

https://doi.org/10.52291/ijse.2022.37.42

How to Cite

Zegeye, T. (2022). The Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia. International Journal of Special Education, 37(2), 82–91. https://doi.org/10.52291/ijse.2022.37.42

Abstract

The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A questionnaire consisting of open and close ended items was administered to collect data from participant teachers. The close ended questions measured teachers’ perceptions of readiness and open ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in inclusive classrooms. While variables such as participants’ gender and grades level taught do not generate variations in teachers’ perceptions for readiness, teaching experience seemed to generate variations.  It is revealed that lack of short term trainings and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implementation. In general, teachers lack readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to revisit teacher education program in Ethiopia.   

Keywords:

Perceptions of readiness, inclusive education, subject teachers, teacher education

Issue

IJSE Vol 37, No: 2, 2022

Volume 37, Number: 2, Year 2022 of International Journal of Special Education