DEBRE BREHAN UNIVERSITY,

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF PSYCHOLOGY

CHALLENGES AND PRACTICES OF INCLUSIVE PRESCHOOL EDUCATION FOR

CHILDREN WITH VISUAL IMPAIRMENT: THE CASE OF BIRUH TESFA AND
MODEL NUMBER 2 PRESCHOOLS IN DEBRE BERHAN TOWN

BY: MEKONNEN TESHEBERU

ADVISOR: TEFERI ADNEW (PhD)

JUNE 2020
DEBRE BERHAN UNIVERSITY
 DEBRE BREHAN UNIVERSITY,
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF PSYCHOLOGY

CHALLENGES AND PRACTICES OF INCLUSIVE PRESCHOOL EDUCATION FOR

CHILDREN WITH VISUAL IMPAIRMENT: THE CASE OF BIRUH TESFA AND
MODEL NUMBER 2 PRESCHOOLS IN DEBRE BERHAN TOWN

BY: MEKONNEN TESHEBERU

THIS THESIS IS SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY IN

PARTIAL FULFILLMENT OF THE REQUIREMENT FOR MA DEGREE IN EARLY
CHILDHOOD DEVELOPMENT CARE AND EDUCATION /ECDCE

JUNE 2020
DEBRE BERHAN UNIVERSITY
 DEBRE BREHAN UNIVERSITY,
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF PSYCHOLOGY

CHALLENGES AND PRACTICES OF INCLUSIVE PRESCHOOL EDUCATION FOR

CHILDREN WITH VISUAL IMPAIRMENT: THE CASE OF BIRUH TESFA AND
MODEL NUMBER 2 PRESCHOOLS IN DEBRE BERHAN TOWN

BY: MEKONNEN TESHEBERU

Approved by:
Board of Examiners
1. Advisor

Name ___________________________ Signature ________________ Date _____________

2. Internal Examiner

Name ___________________________ Signature ________________ Date _____________

3. External Examiner

Name ___________________________ Signature ________________ Date _____________

JUNE 2020
DEBRE BERHAN UNIVERSITY
ACKNOWLEDGEMENTS
First and the most, I am grateful to my advisor Dr. Teferi Adnew, for his outstanding guidance,
remarkable advice as well as conclusive comments. He was highly determined to provide me timely
remarks on my thesis. Through his unforgettable experience and sustained support, the thesis has
become materialized.
I acknowledge my debt of gratitude to Biruh Tesfa and Model Number 2 Inclusive preschools for
giving me their busy time to discuss about the significance of the study and their cooperation in
giving valuable data. I wish to thank all the directors, teachers and parents who took part in the
research since it is not possible to conduct such meaningful educational research without them.
I express my appreciation to my beloved wife Tayech Aklilu for her continuous encouragement,
sense of humor and support.
Last, but not least, I express my heart felt thank to my friends (Girma Yeshitla and Tamiru Abebe),
instructors, participants in the study and to those whose name were not mentioned here for they
have contributed in some way to enrich this study.

i
 Table of Contents
Contents Page

ACKNOWLEDGEMENTS.................................................................................................................................. i
List of Tables ................................................................................................................................................ v
Acronyms .................................................................................................................................................... vi
ABSTRACT ................................................................................................................................................ vii
CAPTER ONE ................................................................................................................................................. 1
1. INTRODUCTION .................................................................................................................................... 1
1.1. Background of the Study ............................................................................................................... 1
1.2. Statement of the problem ............................................................................................................. 3
1.3. Research Questions....................................................................................................................... 5
1.4. Objectives of the research............................................................................................................. 6
1.4.1. General Objectives ......................................................................................................... .6
1.4.2. Specific Objectives ......................................................................................................... . 6
1.5. Demarcation of the Study ............................................................................................................. 6
1.6. Limitations of the Study ................................................................................................................ 7
1.7. Significance of the Study ............................................................................................................... 7
1.8. Organization of the study .............................................................................................................. 8
1.9. Operational definition of key terms ............................................................................................... 8
CHAPTER TWO ........................................................................................................................................... 10
2. REVIEW OF RELATED LITERATURE ....................................................................................................... 10
2.1. Introduction ................................................................................................................................ 10
2.2. Definitions and concepts of ECCE ................................................................................................ 10
2.3. Concepts on inclusive education ................................................................................................. 10
2.3.1. Inclusive education ......................................................................................................... 10
2.3.2. Disability and children with disabilities ........................................................................... 11
2.3.3. Inclusive education at preschools ................................................................................... 12
2.3.4 Inclusive Settings ........................................................................................................................... 14
2.3.5 Educational Practices in Ethiopia ............................................................................................... 15
2.3.6. Accessibility of Classroom and outside of the classroom physical environment ........................ 16
2.3.6.1 Classroom Physical Environment ............................................................................................ 16
2.4.2.1. Outside of the classroom physical Environment .............................................................. 17

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 2.4.2.2. Arrangement of play areas and materials ....................................................................... 17
2.4 Challenges to Inclusive Preschool Education................................................................................ 18
2.4.1 Absence of Enforcing Legal Frameworks ......................................................................... 18
2.4.2 Lack of Qualified and Committed Human Resource......................................................... 19
2.4.3 Inaccessibility of the Physical and material resources ..................................................... 19
2.4.3.1 Environmental Factors .................................................................................................... 19
2.4.4 The Negative Attitudes in Societies ................................................................................. 20
2.4.5 Shortage of Facilities and Infrastructures ........................................................................ 21
2.4.6 Absence of adequate financial resource.......................................................................... 21
2.4.6.1 Economic Problems ........................................................................................................ 21
2.5 Opportunities for Inclusive Education.......................................................................................... 21
2.5.1 Building and Providing Facilities ...................................................................................... 22
2.5.2 Developing Positive Attitudes ......................................................................................... 22
2.5.3 Developing Themselves and the Society ......................................................................... 23
2.6 Solutions to Overcome the Challenges of Inclusive Preschool Education ..................................... 23
CHAPTER THREE ......................................................................................................................................... 25
3 RESEARCH METHODOLOGY................................................................................................................. 25
3.1. Introduction ................................................................................................................................ 25
3.2. Design of the study ..................................................................................................................... 25
3.3. Location of the Study Area .......................................................................................................... 25
3.4. Research Participants and Selection Criteria ................................................................................ 26
3.5. Target Population ....................................................................................................................... 26
3.6. Participants ................................................................................................................................. 28
3.7. Sample and Sampling Techniques ............................................................................................... 29
3.8. Data collection methods or instruments...................................................................................... 30
3.8.1. Focus Group Discussion .................................................................................................. 30
3.8.2. Observation Checklists.................................................................................................... 30
3.9. Data Collection Process ............................................................................................................... 31
3.9.1. Data Quality Control ....................................................................................................... 31
3.9.2. Study Procedure ............................................................................................................. 31
3.9.3. Data Analysis .................................................................................................................. 31
3.9.4. Ethical Consideration ...................................................................................................... 32

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CHAPTER FOUR .......................................................................................................................................... 33
4. DATA PRESENTATION AND ANALYSIS .................................................................................................. 33
4.1. Introduction ................................................................................................................................ 33
4.2. Demographic Characteristics of the Respondents ........................................................................ 33
4.3. Data results and analysis ............................................................................................................. 34
4.3.1. Challenges of inclusive preschool education ................................................................... 34
4.3.1.1. Lack of qualified teachers ............................................................................................... 34
4.3.1.2. Availability/adequacy and relevance of physical facilities and infrastructures Concerns36
4.3.1.3. Inaccessibility of play and teaching material resources ................................................... 37
4.3.1.4. Behavioral Challenges of Children with Visual Impairment .............................................. 39
4.3.1.5. Absence of Enforcing Legal Frameworks ......................................................................... 41
4.3.2. Practices of Inclusive Education ...................................................................................... 41
4.3.3. Solutions for overcoming the challenges ......................................................................... 43
CHAPTER FIVE............................................................................................................................................. 46
5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS .................................................... 46
5.1. Introduction ................................................................................................................................ 46
5.2. Summary of Findings ................................................................................................................... 46
5.2.1. Challenges faced by Administrators and Teachers in Implementing Inclusive Education in
the Preschools ................................................................................................................................... 46
5.2.2. How administrators and teachers overcome challenges faced in the implementation of
inclusive education in the preschools ................................................................................................. 47
5.2.3. Behavioral Challenges of Children with Visual Impairment .............................................. 48
5.2.4. Measures that would enhance the implementation of inclusive education in the
preschools ....................................................................................................................................... 49
5.2.5. Discussion of Findings.................................................................................................... 50
5.3. CONCLUSION AND RECOMMENDATIONS .................................................................................... 52
5.3.1. Conclusion ...................................................................................................................... 52
5.3.2. Recommendations.......................................................................................................... 53
Reference ................................................................................................................................................... 55
Appendices .............................................................................................................................................. 58

iv
 List of Tables Page

Table 1 Population of the study ....................................................................................................26

Table 2 Background Information of Inclusive class Teachers at the preschools .....................….27

Table 3 Number of children with special need education per grade level and the type of disability at
Biruh Tesfa and Model Number 2 Inclusive Preschools. .............................................................27

Table 4 Background Information of parents (Mothers) ................................................................28

Table 5 Educational Status of Parents (Mothers)……………………………………….……….28

Table 6 Profiles of the Study Participants.....................................................................................29

Table 7 Backgrounds of Visual Impairment Students ..................................................................33

Table 8 Backgrounds of Preschools Directors…………………………………………………………………………………..34

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Acronyms
ACRWC - African Charter on the Rights and Welfare of the Child.

CRC - Convention on the Rights of the Child

CWD - Children with Disability

CWHI- Children with visual Impairment

VI- Visual Impairment

FGD - Focus Group Discussion

NGO - Non-Governmental Organization.

SNE - Special Need Education.

UNCRPD - United nations Convention on the Rights of Persons with Disabilities

UNICEF - United Nations International Children's Emergency Fund

UNESCO- United Nations Educational, Scientific and Cultural Organization

USDG- Universal Sustainable Development Goals

SEN- Special Education Needs

MoE - Ministry of Education

ASD- Agenda for Sustainable Development

CWD - Children with Disabilities.

CRC- Convention on the Rights of the Children

E.F.A – Education For All.

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ABSTRACT
The main purpose of this study was to assess the challenges and opportunities in the
implementation of inclusive education for children with visual impairment at Debre Berhan town,
Biruh Tesfa and Model Number 2 Inclusive Preschools. The study used qualitative research design.
Purposive sampling procedures were used. To get the required information, 2 directors, 4 teachers
and 4 parents 5 were selected purposively for interview, FGD and observation. Totally 10
participants were involved in the study. The data obtained were analyzed through descriptive case
study method. The interview guide, observation checklist and FGD guide were employed to collect
the data. Semi structured questions that allowed the researcher asking broad questions were
constructed. The observation guide was arranged and the checklist was presented. In collecting the
data, tape recorder was used. The findings of the study reveal that there are certain challenges and
opportunities in the implementation of inclusive education for children with visual impairment.
Therefore, lack of qualified/ trained SNE teachers, unstructured physical environment, lack of
teaching aids, education policy implementation gaps, budgeting problems are faced to the
preschools as a great challenge for inclusive practices and they have lower role taking ability in
social interaction with visual peers. There are also behavioral problems of children with visual
impairment. To straining the inclusive preschool education for SNE children and its legal ground is
seen as a good initiation for them. Lack of understanding of the concept of inclusive education,
inadequate trained teachers, lack of conducive/friendly environment and infrastructure, lack of
specialized learning, and teaching materials and lack of involvement of the main stakeholders like
parents and teachers have greatly contributed to the slower implementation of inclusive education.
The importance of inclusive education in the study area preschools of the town cannot be
emphasized, it is clear from the literature reviewed and the findings that the program may not be
implemented well for the benefit of learners with visual impairment. All these issues underlined are
very important and it expected that the outcome of the findings would provide the town educational
office and for the two preschools with new strategies to improve and strengthen their commitment
to practice Inclusive Education. The results suggest that there are important to provide the
trainings, assessment tools, encouragements, budget and material allocation, available
accessibilities and brings the attitudinal changes in each educational levels.

Key Terms: Inclusive education. Visual Impairment, Special Needs Education, Challenges and
Practices.

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 CAPTER ONE

1. INTRODUCTION

1.1. Background of the Study

Education plays a role in the promotion of respect for human rights and democratic values,
creating the condition for equality, mutual understanding and cooperation among people.
Moreover, education does not operate in isolation; rather it has to be integrated with research,
practice and development to contribute towards all rounded development of society (MoE,
Education and Training Policy, 1994, p.1).

Inclusive education is an idea or process that involves all children, whether disabled or not. It
aims at a learning environment that is free, safe and to include teaching methods, physical
environment, positive attitudes (Petrescu, 2013, p.47). Inclusive education has found to be
effective for creating welcoming communities, inclusive society, encouraging children to believe
in themselves and participate in society (Gadagbui, 2010, p.93). This has led to the United
Nation organization on education (Sharma, 2015, p.22) to recommend member countries that
they implement and practice inclusive education.

People with a disability exist in every society and are a part of everyday life. They bring
diversity and abilities to their communities. People with a disability are as entitled to human
rights as every other person and should be included equitably in all aspects of society. The World
Report on Disability released in (2011) identifies 15% of the globe’s population as consisting of
people with a disability, with one in five people living in poverty in developing countries having
a disability. There are many disabled persons in the world, in both developed and developing
countries and 10% of these are children (Sharma, 2015, p.23). Although many countries had
practiced special education in one form or another, the Salamanca Statement turned the focus in
most them towards inclusive education in 1994. Even so, not all countries have been able to fully
implement it. In Ethiopia, there are many are found with various kinds of disabilities.

“As per to the report of the Housing and Population Census of the Ethiopian Government
Central Statistics Authority CSA (2007), the number of persons with disabilities accounts
805,535 and constitutes 1.09% of the total population. The numbers of blind people are

1
 94,140 and seeing difficulties 154,819. From this, the number of blind children age 0 –
14 accounts 8,845” (CSA, 2007 cited in Selamawit, 2015, p 1).

Recently there is movement in the direction of more inclusive schooling in almost every country
across the world. In actual fact, inclusive education has received more attention globally in the
last few years (UNESCO, 2015). For instance, inclusive educational practices are being
permitted internationally. Which means that, establishing more segregated schools is not truthful
for most countries in the world. It is also undesirable, from an educational viewpoint. According
to UNESCO (2013), all children, including those with disabilities and other special needs, are
entitled to equity of educational opportunity and both maintained that inclusion is the preferred
approach to providing schooling for students with special needs.

Ainsow (2010) indicated that, most African governments' commitments to SNE began in the
1970s. While countries within the advanced economies have gone beyond categorical provisions
to full inclusion, most of the countries in Africa are still struggling with the problem of making
provisions for children with special needs even on mainstreaming basis. It seems as though SNE
in Africa is still a new concept to many of its nations.

Globally, an estimated 93 million children – or 1 in 20 of those aged up to 14 years of age – live

with a moderate or severe disability. In most low- and middle-income countries, children with
disabilities are more likely to be out of school than any other group of children. Children with
disabilities have very low rates of initial enrolment. Even if they do attend school, children living
with disabilities are often more likely to drop out and leave school early. In some countries like
Ethiopia, having a disability can more than double the chance of a child not being in school,
compared to their non-disabled peers. When a disabled child does get the opportunity to receive
a quality education, doors are opened. This enables them to secure other rights throughout their
lifetime, fostering better access to jobs, health and other services (Tewlegn, 2015, p.1).

(Elizabeth, 2018, p.8), negative attitudes towards children with disabilities lead to their exclusion
and make them feel marginalized and discriminated against (Sharma, 2015). Consequently, this
makes them lose their sense of belonging to society. This also negatively affects the way they see
life and work towards their aspirations, hence the need for inclusive education (Gadagbui, 2010,
p.65).

2
Ethiopia has an estimated 691,765 disabled children; of these, only about 2,300 are enrolled in
school (Lewis, 2009), with a high risk of dropping out (MoE and UNESCO, 2012). These
numbers are concerning in the context of a country which has committed itself to international
proclamations advocating for the rights of children with disabilities to educational access,
included ideals of supporting people with disabilities in its constitution, and developed national
plans for special needs education (International Labor Organization, 2013). However, when one
looks beyond these policies and declarations and views the realities of primary school
classrooms and their surrounding communities, it becomes clear that achieving Education for
All, most specifically children with disabilities, involves much more than establishing policies
and placing students in classrooms. Achieving true inclusion in Ethiopia will require action that
is rooted in the conviction that inclusive education is not merely about access, but about changes
in society and systems.

Therefore, the study will highlight the opportunities and importance of inclusive education to
everyone. It will inform institutions and the authorities, encouraging them to give more attention
to inclusive education and improve upon it. In Ethiopia, there are millions of people with various
kinds of disabilities (PwDs), however, very few are beneficiaries of government and non-
governmental services. Only less than a 9 of the school age children with disabilities has access
to education (Tirussew, 1993). Some insignificant numbers increases this quantity. There must
be reached Special needs education about 1.5million but the number in school is only 2.3 %
(35,177 of 1.5million) (MOLSA, 2012). In addition, the Education strategy and development
program (ESDP IV) states that “the international estimation by WHO of an average 10%
prevalence of disability in any population, in Ethiopia less than 3% of them have access to
primary education”(ESDP IV, 2010). From this, in the country, access of education opportunity,
equity & quality (efficiency) issues are still with serious challenges in the provision of SNE for
all children with special needs/Disabilities. The thesis is organized to discuss the challenges and
opportunities of inclusive education implementation at Debre Berhan in Biruh Tesfa and Model
Number 2 preschools.

1.2. Statement of the problem

In Africa Children with disabilities and their families constantly face social, political and
economic barriers that adversely affect their holistic development and prevent them from being

3
included in society and enjoying their basic right to education to the fullest. As a consequence,
the strengths and abilities of children with disabilities are unnoticed, their potential is
underestimated, and their needs are given low priority in allocating resources. Too many young
children are growing up without health care, stimulation and interaction as well as adequate ECE
services needed to promote healthy growth and development. Many poor children are either
denied the opportunity to go to school at all or enter unready to learn. They are at a disadvantage
when they enter the labor force, earning little, and as parents they pass their poverty on to their
children. This is more worth in children with visual impairments and other kinds of disabilities
(Selamawit, 2015, p.4).

In Ethiopia majority of preschools have diversified instructions isolated from one another and
lack of cooperation is observed among them. Generally, most programs do not fulfill the basic
quality indicators for early childhood education such as, developmentally appropriateness,
culturally responsiveness in terms of relevant materials, activities, and trained personnel.
Furthermore lack of space for playground as well as inadequate play-ground facilities are not
noticed in most preschools. In addition, they don’t exercise effective involvement of families in
their program. Besides, due focus is being given only to children who are not victims of
disability in educational program in our country (MoE, 2010).

In interpretation of the above complications, there is need to carry out a research in order to
identify the challenges behind this low implementation system and also come up with remedies if
children with disabilities are to meaningfully benefit from inclusive education in the general
education. However, still millions of children with disabilities are waiting for educational
opportunities of course, success or failure in accessing special education provision in determined
by the action taken in implementing in the country. In the implementing process, it’s therefore,
important to diagnosis existing system, assessing the nature of the problems by identifying the
pressing problems where need to be solved through charges of strategy, and policy statement by
making significant study to improve the system. The study focuses on studying the problems of
implementation of special education policy to practice special needs and inclusive education.
This thesis examines the challenges and practices of inclusive education in Biruh Tesfa and
Model Number 2 preschools. The purpose is to explore the situation of inclusive education in

4
Biruh Tesfa and Model Number 2, factors affecting the effective implementation and practicing
of inclusive education.

Despite both the stance and commitment by the international community and the Ethiopian
government respectively to find out the challenges and provide education opportunities of
particularly good quality to all children with SENs through the provision of inclusive education,
the implementation part has however seemed to be on a slower side especially in Biruh Tesfa and
Model Number 2 preschools at Debre Berhan town. Therefore, this research aimed to illustrate
the major challenges and practices of inclusive education program in selected preschools of the
town. Hence, our country is one of the poorest nations in the world where appropriate and
efficient management practice is required for efficient and effective utilization of available
resources and implementation of the program without any discrimination

Generally, there are challenges in practicing inclusive education in Ethiopia. The same is true in
Model Number 2 and Biruh Tesfa preschools which show that inclusive education practice faces
a lot of problems.

That is why; I am interested in searching the current challenges and practices and of early
childhood care and education in selected government kindergartens in Debre Berhan town
selected through addressing the following questions.

1. How is the accessibility of government kindergartens education in the selected two

preschools?

2. To what extent are the kindergartens equipped with the necessary trained man power, learning
materials and over all indoor/outdoor environments? Rough attempts to answers the following
questions:

1.3. Research Questions

This study is designed to answer the following research questions. The main question of this
study is what are the challenges and opportunities that occur in implementing inclusive preschool
education in Biruh Tesfa and Model Number 2 preschools at Debre Berhan town? This is the
main question to be answered by exploring the actual practices of selected preschools in Debre
Berhan town.

5
 In addition, this study will attempt to address the following sub – questions.

1. What are the current challenges for students with visual impairment and their teachers
experience when implementing inclusive preschool programs in Biruh Tesfa and Model Number
2 preschools at Debre Berhan town?

2. What are the practices of inclusive education to students with visual impairment in the
inclusive classrooms?

3. Are the preschool environment is accessible of the key inputs like teacher, curriculum and
different facilities are in place or not and school community engagement to improve the inclusive
programs and practices when serving students with visual impairment?

1.4. Objectives of the research

1.4.1. General Objectives
The general objective of this study is to investigate the challenges and practices of implementing
inclusive education for students with visual impairment in Biruh Tesfa and Model Number 2
preschools at Debre Berhan town.

1.4.2. Specific Objectives

The study has the following specific objectives to be met at the end of the research project:

1. To assess the challenges in implementing inclusive preschool education to the children with
visual impairment, in Biruh Tesfa and Model Number 2 preschools at Debre Berhan town.

2. To explore the practices of inclusive education for students with visual impairment in the
inclusive classrooms.

3. To assess the accessibility of the preschools whether the key inputs like teacher, curriculum
and different facilities are in place or not and external stakeholders to improve the inclusive
programs and practices when serving students with visual impairment.

1.5. Demarcation of the Study

This study focused on challenges and practices of inclusive preschool education for totally visual
impaired students from kebele 2 in Biruh Tesfa and kebele 3 in Model Number 2 at Debre
Berahn town, only in terms of the accessibility of instructional and assessment strategies,

6
accessibility of physical environment, community accommodation, right of SNE based on
policies and participation of parents and other stakeholders. Besides, the study emphasized the
identification of solutions and good practices in supporting children with visual disabilities only.
In general, the scope of the study is delimited to preschools and Debre Berhan town due to time
and financial restrictions. In this situation, the study delimited to how didn’t get in the system
and how one can get available education.

1.6. Limitations of the Study

In most preschools around the town has unit approach strategy for special need children, only
two inclusive preschools from Debre Berhan town Biruh Tesfa at kebele 2 and Model Number 2
at kebele 3 were purposely selected, as a study sites. Limited numbers of participants were also
included in the study. Therefore, a better picture would have been obtained if an additional
preschools and participants had been included in the study. Hence, it would have been possible
to take more time after the deadline of submission of the thesis to enrich the study.

Inclusive education itself is a relatively new phenomenon in Ethiopia. Hence, locally written
literature particularly on challenges and practices of inclusive education of preschool children
with visual impairment is scarcely available. Therefore the researcher feels that sufficient
evidences may not obtainable to supplement the study in the Ethiopian context specifically at
Biruh Tesfa and Model Number 2 inclusive preschools.

1.7. Significance of the Study

The ultimate purpose of this study is to investigate the challenges and practices of inclusive
preschool education for children with visual impairment in Debre Berhan town, North Shoa
Zone. As education is one of the services provided to students with disability in inclusive
preschools, conducting a research on inclusive educational practices may have the following
major significances, which should be exercise after the approval of the thesis. For this, the
researcher already agreed with the town educational office and the two preschools to address for
the school communities in order to improve inclusive education.

 The study could contribute to increase the awareness of the preschools’ teachers,
administrators, parents and other stakeholders about the current challenges and practices
of inclusive education at preschools of Debre Berhan town.

7
  It may provide teaches, administrator workers and concerned stakeholders with practical
and context-appropriate solutions to improve their inclusive preschool education for the
maximum benefit of students with disabilities.
 The study will inform advocates and activists of inclusive education on gains and
achievements so far and areas that need more emphasis particularly where budget is
concerning.
 The study could also serve as a source for further researches that can be undertaken on
other categories of disability and levels of schooling.

1.8. Organization of the study

This report is organized in to five chapters .The first chapter is an introduction, which deals with
the background of the study, statement of the problem, delimitation of the study, significance of
the study and definition of terms. Chapter two presents the review of related literature, and the
third chapter is about the methodological approaches of the study including the research design,
determined participant selection and data collection tools, main procedures of the study and
method of data analysis. The fourth chapter deals with analysis result and discussion of the main
findings using relevant literature and the researcher‘s views under the themes. Lastly, the fifth
chapters focus on the summary of the study. This chapter also presents the conclusion, and
recommendation of the study.

1.9. Operational definition of key terms

Preschool education: the educational group experience for children prior to entrance into the
primary grades of elementary school.

Visual Impairment: Either a child who is blind or a child with partial vision loss and use brail to
read and write.

Preschool: refers to centers of early childhood and education for children between 5-7 years.

Inclusive Education: an education system that is open to all learners those who with different
impairments, disabilities and without disabilities in preschools.

Disabilities are: as any restriction or lack of ability to perform in a manner or within a range
considered normal for a human being.

8
Behavioral problems: are challenges that are socially defined as a problem, as a source of
concern, or as undesirable by the preschool community.

Challenges of Inclusive Education: The new challenge to inclusive education is to meet the needs
of all children with and without disability in the general classroom.

Practices: Implementation of inclusive preschool education for children with visual impairment.

9
 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

2.1. Introduction
The purpose of this section is to present the brief review of the practices of early childhood
education for children with disabilities. This chapter specifically focuses on identifying
literatures related to the main concepts, challenges and opportunities of inclusive education at
preschool settings. The literature reviewed in this study investigates the efforts made in different
settings, globally, regionally and in Ethiopia to contracts with Debre Berhan town preschools to
include all learners in the process of learning. It also attempts to highlight the challenges teachers
in other regions have encountered and the gains they have made in the implementation of
inclusive education.

2.2. Definitions and concepts of ECCE

Early childhood education, preschool or kindergarten education is encompasses provision of
education capturing through early stimulation, guidance and arrange developmental activities
and opportunities before enter to primary school, yet between age 5 and 7 years.

Inclusive Education: an education system that is open to all learners those who with different
impairments, disabilities and without disabilities in primary schools.

Preschool: an institution that is having grades from KG 1-KG3 level of schooling in the
Ethiopian education systems.

2.3. Concepts on inclusive education

2.3.1. Inclusive education
Inclusive education is based on human rights and social practices in Jesart 2016 (Arduin, 2015).
UNISCO (2005) defines inclusive education as “a processes of addressing and responding to the
diversity of needs of all learners through increasing participation in learning, cultures and
communities and reducing exclusion within and from education”. The principle of equal
educational opportunities is at the core of the right to education, which is inspired by the
movements of Universal Primary Education (UPE) and Education for All (EFA) goals,
UNESCO, (2012). According to this report, education should not only be available to all but that

10
it has a crucial role in progress towards creating more inclusive and just societies. Children have
diverse abilities that need to be addressed. It would be of great benefit for all learners to develop
relationships that are constructive. Inclusion makes children appreciate diversity and respect for
different abilities.

The theories on behavior, identity, society and the environment have all contributed to the notion
of inclusion and the role it may have in reducing social exclusion and negative attitudes towards
disability (Save the Children, 2014). The ideas which formed the basis of the above viewpoints
were later picked up in the education sector and more specifically within the field of inclusivity;
this was likely to have been one of the driving forces behind its rise in popularity. The 2030
Agenda for Sustainable Development (ASD) (2015) showed that there have been efforts
internationally to include children with disabilities in an inclusive education setting.

Inclusive education is the key policy objective for education of children and young people with
disabilities. UNESCO (2015) defined inclusive education as the way of 'increasing the
participation of students in public schools and reducing their exclusion from, the cultures,
curricula and communities of public schools. The Salamanca Statement and Framework for
Action on Special Needs Education (1994) adopted by the World Conference on Special Needs
Education (SNE) paved the way for inclusive education globally.

2.3.2. Disability and children with disabilities

Disability is a long-term physical, mental, intellectual or sensory (vision & hearing) impairment
which in interaction with various barriers may hinder full and effective participation in society
on an equal basis with others (UNCRPD, 2006). On the other hand, impairment refers to limited
or total loss of functioning in parts of the body or organ of the body. Impairments are not
disabilities. Disability results when impairments interact with barriers (attitudinal, physical, and
institutional barriers). The consequence is a lack of participation on an equal basis with non-
disabled persons. The concept of Inclusive Education emphasizes equality, access and
opportunity to all learners by reviewing the education policies, modifying the schools to
accommodate all learners with any form of special educational need. This form of education
locates the problem within the society and not the learner, and advances that everybody can
learn.

11
The term children with disabilities will be used throughout this paper; some children will be born
with a disabling health condition, while others may experience disability as a result of illness,
injury or poor nutrition. Children with disabilities include those with health conditions such as
cerebral palsy, spinal bifida, muscular dystrophy, traumatic spinal cord injury, Down syndrome,
and children with hearing, visual, physical, communication and intellectual impairments. A
number of children have a single impairment while others may experience multiple impairments
(WHO, 2012, p.7).

Children with disabilities and many others who experience difficulties in learning are often
marginalized within or even excluded from school systems (Sankar, 2017, p.39).

2.3.3. Inclusive education at preschools

Inclusive education is a process of strengthening the capacity of the education system to reach
out to all learners including those with disabilities and can thus be understood as a key strategy
to achieve EFA. As stated in Article 24 of the CRPD, children with disabilities should not be
excluded from the general education system on the basis of disability and should have access to
inclusive, quality and free primary and secondary education on an equal basis with others in the
community in which they live (WHO, 2012).
“The practice of inclusion is one that involves including students with exceptional
educational needs in chronologically age-appropriate general education classes while
receiving the specialized support and instruction outlined by their individualized
education programs (IEP's) within the context of the general education curriculum and
activities. The goal of inclusion is to design services around children’s needs rather than
trying to fit children into existing services” (As cited by Jodi Delgado, 2013).

Inclusive pre-school and early primary schooling offers children with disabilities a vital space in
which to ensure optimal development by providing opportunities for child- focused learning,
play, participation, peer interaction and the development of friendships. Children with disabilities
are often denied early years of primary schooling, and when enrolled due to a lack of inclusive
approaches and rigid systems they often fail, need to repeat and/or are encouraged to dropout
during this critical developmental period (WHO, 2012).

The CRPD and EFA initiatives promote inclusive education for all children, including those with
disabilities and call for the provision of assistance to ensure full and meaningful learning and

12
participation. In many countries separate schools exist for children with certain types of
impairments, for example schools for deaf or blind children. However, these schools usually
accommodate a limited number of children, often lead to separation from the family at an early
age, and fail to promote inclusion in the wider community. In some countries children with
disabilities attend mainstream pre- and primary schools; however, they are segregated into
special classrooms or resource centers which are staffed by teachers trained in special education.
Education for children with disabilities should focus on inclusion in mainstream settings. While
inclusion is consistent with the rights of children with disabilities and is generally more cost
effective than special or separate schools, it cannot happen without appropriate levels of support.
While additional investments are required, such as progressive national and local policy, trained
staff, accessible facilities, flexible curricula and teaching methods, and educational resources,
these investments will benefit all children. For all inclusive early childhood education and
learning interventions, positive attitudes and responses from and interactions with peers,
teachers, school administrators, other school staff, parents and community members are critical.
Assessing and monitoring ECD and school environments for promoting inclusion is an important
part of guaranteeing appropriate educational opportunities for children with disabilities. Multi-
sectorial approaches with effective coordinating mechanisms between such sectors as education,
health and social welfare are required to ensure early identification efforts, promote holistic
responses and link school-based learning with home and community interventions (WHO, 2012).
Even if many researchers’ findings indicate that, Exclusion in practice at present the field of
special education plays a dominant role in constructing disability within mainstream education
thought and practice, and acts to maintain certain truths about disability while negating others.

Inclusive education is based on the principle that schools should provide for all children
regardless of any perceived difference, disability or other social, cultural and linguistic
difference. The diverse needs of these learners and the quest to make schools more learning
friendly requires regular and special education teachers to consult and collaborate with one
another as well as with family and community in order to develop effective strategies, teaching
and learning (Sharma, Inclusive Education Planning and Management of Curriculam, 2014),
within inclusive setups. With the right training, strategies and support nearly all children with
SEN and disabilities can be included successfully in mainstream education (Lucy, 2017, p.39).

13
 2.3.4 Inclusive Settings
According to Frankel and Underwood (2012), early intervention practices are increasingly being
provided within community settings, such as childcare, education, and family support settings.
Yet, programming approaches for young children with disabilities range from intensive disability
specific programs in clinical settings, to supports that focus on social participation of children in
their communities. There are many programs that are designed to support children with particular
conditions, and many of these programs are considered to be extremely effective at improving
developmental outcomes for young children with disabilities.

“It is worth clarifying how families relate to the discussion of individual rights of
children. Sen (1999) does not specifically refer to how freedom applies to children, since
children have not yet had opportunity to exercise freedom and achieve functionality.
Saito (2003), however, has outlined a framework for using a capability approach with
children” (Contemporary Issues in Early Childhood, 2012).

According to Grant, 2015, a rationale for the inclusion of young children with disabilities in
general education settings is based on three logical reasons:
1. The regular education curriculum and the integration of children with special needs and
disabilities among typically developing peers assists the growth of normative behaviors.
2. Public law and least restrictive environments ensure that children with disabilities can receive
free care and education among children of the same age.
3. It is perceived more ethical to place a child with disabilities in a classroom situated nearest to
his/her home and community as this will better facilitate the needs of the child and the parents
Educational setting tied to beliefs and attitudes. In addition to beliefs and attitudes formed by
knowledge and experience, a few researchers have found that the group characteristics,
specifically the ratio of students with exceptional educational needs to typically developing
children, may have an influence on teachers’ attitudes towards inclusion.

A study by Hestenes, Cassidy, Shim and Hedge (2008) found that “teachers in inclusive
classrooms had higher quality and more appropriate interactions with all children than did
teachers from non-inclusive classrooms” as cited by Jodi Delgado, 2011.

14
 2.3.5 Educational Practices in Ethiopia
University of Sheffield (2016), with 50% of Ethiopia’s population being under the age of 15,
education is a huge priority within the country’s development (University of Leicester, 2016).
However, as is the case in many developing nations, those with a disability are often excluded
from education policy and practice (Riddell, et al., 2005), with some estimates suggesting only
0.7% of disabled children are able to access education in Ethiopia (Quinn, 2015). This is despite
agreement and subscription to the MDG of universal primary education by 2015 (Bloom, et al.,
2006), and the more recent SDGs of inclusive and equitable education. Both primary and
secondary education in Ethiopia are free of charge, and theoretically enrolment is compulsory
until the end of the second cycle of primary education, although statistics suggest many do not
complete schooling to this point (Bauduy, 2008). The official education statement from the
government is “to improve access to quality education in order to make sure that all children,
youth and adults acquire the competencies, skills and values that enable them to participate fully
in the [social and economic] development of Ethiopia” (Ministry of Education, 2015). However,
whilst this statement does operate in accordance of the EFA principal, it makes no explicit
mention of disabled and SEN students. Similarly, although this plan includes a chapter entitled
“Special Needs and Inclusive Education” (Ministry of Education, 2015), this section simply
acknowledges the previous plan’s failings and has no future action plan.

The Ethiopian authorities have acknowledged their failings within the field (Ministry of
Education, 2012); yet in 2013 The African Child Policy Forum (ACPF) reported that disabled
students in Ethiopia were still facing great difficulties in accessing inclusive education (Link
Ethiopia, 2013b). NGOs (Non-Government Organizations) working in Ethiopia are currently
responsible for large proportions of the education provision, both for the disabled and wider
student population (Rose, 2009).

Exclusion of disabled students and effective monitoring of the problem is made more difficult in
the Ethiopian context due to the political structuring of its ministries (Charema, 2010). Multiple
ministries are responsible for various elements of general education at a regional level (Charema,
2010). Whereas, special needs and disability education is the responsibility of the Ministry of
Education (MoE) and has national level influence (UNESCO, 2015) making collaborative
policies between mainstream and specialist education difficult.

15
In some countries like Ethiopia, having a disability can more than double the chance of a child
not being in school, compared to their non-disabled peers. When a disabled child does get the
opportunity to receive a quality education, doors are opened. This enables them to secure other
rights throughout their lifetime, fostering better access to jobs, health and other services
(Tewlegn, 2015, p.36).

2.3.6. Accessibility of Classroom and outside of the classroom physical environment

2.3.6.1 Classroom Physical Environment

It is widely recognized in the special needs education field that if a setting is developmentally
appropriate for a typical child it will also be appropriate for a child with a disability and therefore
accommodating the physical environment will need to be made will be to the manner in which
the child can fully participate. Classrooms offer many opportunities for children to manipulate a
wide variety of materials; to play alone and with others in sensory, constructive, and symbolic
activities; to ask questions and develop concepts about themselves and the world; to be
physically active; and to express themselves in words, art, and music Preparation of the play
environment is a powerful tool for supporting and enhancing children’s play and development
(UNESCO, 2007).

Traversing an environmental structure such as a loft, with close supervision, may offer a child
with a disability such as a visual impairment, a confidence building experience that may aid in
the development of mobility in the classroom and community control. Thoughtful arrangements
of space and materials can invite children’s preparation in play and contribute to their efforts to
organize and utilize materials, engage peers, and persist in play (UNESCO, 2007).

Children with disabilities are highly dependent on auditory cues. Play activities in which children
must attend to detail, such as art, reading, puzzles, and manipulative, should be located in well-
lighted areas preferably with good natural lighting. Lighting conditions are particularly important
for children with low vision and for children with hearing impairments (Bruce, 2011).

“Path-ways should be free of obstructions such as scattered toys or misplaced equipment

that children with poor vision might trip over that might impede the movement of children
with physical disabilities from one area to another. Paths should be wide enough to
accommodate assistive devices such as wheelchairs, walkers, and crunches. Children

16
 should never be denied access to a play area due to physical impairments”, as cited by
June Grant, 2015.

2.4.2.1. Outside of the classroom physical Environment

Arranging the outside of the classroom physical environment are necessary to enable children
with physical and visual impairments to participate fully in play. Environment which allows
children with disabilities to be included easily and naturally, convey a powerful message about
human value: all types of children can play together and have fun.

Educational experts and teachers should recognize that young children learn through movement.
They learn about spatial relationships, as well as internalizing the essence of whatever they touch
and move. Significant amount of time spent outdoors encourage large muscle movement and
development, while the many artistic projects encourage fine motor skills (Roopnarine, Jaipaul,
2005).

Physical accessibility challenges are also prevalent in school infrastructure and facilities.
In some schools, toilets are not only at the far end of the schools from the classrooms, but that
the way to them is frequently torturous and extremely challenging for children with disabilities.
Water taps are turned on during breaks and lunchtimes only, during which children fight their
way to drink. Children with visual impairments and physical impairments cannot fight their way
to the water, and hence are forced to suppress their thirst (ACPF, 2011).

2.4.2.2. Arrangement of play areas and materials

According to Selamawit (2015), Play is important to the young child’s health. Play increase
affiliation with peers, releases tension, advances cognitive development, increase exploration and
increase the probability that children will converse and interact with each other. While children
interacting they practice the roles they will assume later in life.
“Vygotsky believes that play is one of the most important ways in which young children
are able to develop child-initiated, self-directed activity. Play makes deeply important
contribution to the zone of potential development. As in the focus of a magnifying glass,
play contains all developmental tendencies in a condensed form and is itself a major
source of development” (Vygotsky, 1978 cited in Santrok, 2006).
Careful attention should be paid to the variety and balance of play materials available to children.
Materials furnished should encourage all types of play and all aspects of development in young

17
children (for instance. motor skills, social competence, cognitive abilities, creativity, language
skills, and literacy).The most important consideration for preschool classroom is the social value
of play social competence (Bruce, 2011). Thus, it is crucial for teachers to be alert to that set the
stage for peer play.
In general, the materials provided to young children should represent the diversity that children
see around them, including diversity. Materials such as books, puzzles, dolls, and other play
materials that depict children with disabilities should be present in early childhood settings.
Representation of children with diverse abilities in classroom materials promotes self-esteem and
attitude of acceptance and sends the message that everyone belongs (Selamawit, 2015).

2.4 Challenges to Inclusive Preschool Education

The researcher will be discuss on some of the challenge of implementing inclusive education
requires considerable changes to organizations, practice, norms and more. An inclusive
education is a process and it will be motivating and encouraging when all factors leading to its
success have been taken into consideration and acted upon for its improvement (inclusive
practice). That is, providing the necessary equipment and materials to support inclusive
education. There are some factors that make implementing and the practice of inclusive
education a challenge for both the government and the people in the country and therefore the
disabled children as well.

2.4.1 Absence of Enforcing Legal Frameworks

The successful implementation of the national policies depends upon the belief that inclusive
schooling is a moral obligation of society and that in its absence; equity within schools does not
and cannot exist (Snell & Janney, 2000). Although at policy level, a strategy of the federal
democratic republic MoE designed since 2006, later revised the SNE/IE at the end 2012, its
implementation within six years has, nevertheless, unsatisfactory or null so far. Although some
activities have been carried out in Addis Ababa, (e.g. the Alha deaf school, the kokebetsibah
intellectual and the integration of German church school and etc.), but the education system the
schools are not satisfactory and the emphasis given to SNE is generally minimal (Demisew ,
2014).

The Ministry of Education has asserted that Ethiopia ‘cannot [sic] attain MDG ignoring the
marginalized and those with learning difficulties and impairments’ (Lewis, 2009, 23). The

18
connection between poverty and disability is widely acknowledged, with disability being both a
cause and a result of poverty (Handicap International, 2013). Thus, this issue is critical not only
to individuals but also to Ethiopia’s development. It is therefore urgent that changes are made in
the education system and society that allow for equal participation of people with disabilities in
education so they will have the opportunity to contribute to Ethiopia’s progress, as stated by
(Brittany, 2015:p.4)

2.4.2 Lack of Qualified and Committed Human Resource

According to Obeng-Asamoah (2016,p. ) argues that teachers can develop a positive attitude
towards children with special needs, however, when teachers are not trained to handle these
children in regular or segregated schools, it becomes a challenge for them to handle and develop
a positive attitude towards them (Agbenyega, 2007) as stated by Elizabeth (2018).
Inclusive education opens opportunities for disabled children and realizes their right to be
educated in the regular schools (Kuyini, 2010). Therefore, it is significant for teachers and school
leaders to be aware of what inclusive education is all about, which means, they need to be
introduced to the concept. Introducing the concept means that teachers need to have teacher
training in the Teacher Training Colleges (TTC) to equip them with the views and importance of
inclusive education, thus, developing a positive attitude towards disabled children and gaining
knowledge and skills on how to handle them (Agbenyeya, 2007; Kuyini, 2010). Teachers must
also receive training in teaching approaches and styles suitable to teach all children.
As cited in (Adenike, 2016, p.34), It is widely acknowledged that early childhood educators with
required professional preparation provide more developmentally appropriate, nurturing, and
responsive care and education experiences for young children (National Association for the
Education of Young Children (NAEYC), 2007).

2.4.3 Inaccessibility of the Physical and material resources

2.4.3.1 Environmental Factors

Academic research has suggested that physical infrastructure improvements in education
facilities will result in increased access to education. Eleweke and Rodda (2002) suggest that in a
number of low income countries, including those in sub-Saharan Africa, inadequate community
services and a lack of infrastructure are the main barrier to societal and educational inclusion.
Whilst environmental factors can negatively impact on educational inclusion, with the correct

19
implementation the physical environment can facilitate societal and educational engagement
(Watermeyer, 2006).
Much of the environmental exclusion felt by disabled children is a result of architectural designs
not suited to an adapted way of living (Prota, 2012). These include, amongst others, a lack of
ramps and braille writing within the physical environment, which can exclude or deter the
inclusion of children with disabilities in the school environment and/or community (Gal, et al.,
2010). Whilst complete adaptation of the physical environment to facilitate independent
movement and engagement is generally preferred, the use of social support may go a long way to
increasing educational participation for these students. However, it is also important to consider
that whilst a physically accessible school compound is highly important, an inaccessible
commute will result in these adaptations being void (Gal, et al., 2010). Hence it is important to
consider physical accessibility in terms of both the educational environment and public space as
a whole.

2.4.4 The Negative Attitudes in Societies

According to Elizabeth (2018, p.21), People need to have good motives and intentions about the
practice of inclusive education in both the schools and in society. (Slee, 2011, p.14) claims that
people should have a good mindset and positive attitude towards inclusive education. As people
develop positive attitudes towards inclusive education, implementing and practicing inclusive
education becomes easier. In order for that, people need to know the importance of inclusive
education. They need to be educated about it and the reasons why they need to develop good
behavior towards disabled children and send them to regular school to help them get a quality
education (Slee, 2011, p.15). Educating the public will therefore, help to embrace and motivate
children with disabilities to be in the regular schools and the society. If the public does not
develop a positive attitude towards disabled children, thus raising awareness, the implementation
and practice of inclusive education.
“The societal beliefs about people with disabilities have a strong impact on inclusion.
Disability in Ethiopia is often perceived as connected with a person’s immorality or
curse. Disabled children and parents of disabled children are often stigmatized (Lewis,
2009). Ethiopia’s Study on Situation of out of School Children (MoE and UNESCO,
2012), states that even though Ethiopia’s 1994 Education and Training Policy and the
MoE special needs education strategy opened the doors of schools to students with

20
 disabilities, attitudes in society remained unchanged and many children were still kept at
home. These beliefs vary throughout Ethiopia; with 80 ethnic groups and more than 250
languages, it is inevitable that different cultural ideas and linguistic expressions of the
concept of disability and the attitudes towards people with disabilities will develop (MoE
and UNICEF, 2012, Peters, 2009). Thus when addressing attitudinal barriers, the local
context must be considered”, as cited in Brittany Franck (2015, p.6).

2.4.5 Shortage of Facilities and Infrastructures

If teachers are to develop a positive attitude towards inclusive education, they must first be
educated, trained and supported. The government needs to provide the various schools with the
resources and materials to help with the practice and implementation of this program. Proper
facilities and infrastructures need to be provided in the schools to encourage and motivate
teachers to teach disabled children (Kuyini, 2010). Agbenyega (2007) added that it is important
to provide the resources and facilities to offer opportunities for disabled children. This is part of
the proper organization to help include disabled children into mainstream schools and make sure
the facilities needed to improve their learning are provided in the school (Sharma, 2015).

2.4.6 Absence of adequate financial resource

2.4.6.1 Economic Problems

Although academic achievement is completely possible, the likelihood of disabled students and
their families to remain in an inequality trap is significantly higher than that of the general
population (World Bank, 2005). This finding can arguably be traced to the human capital theory
which suggests that the inability of the differently abled to access and gain from education is
directly related to experiences of poverty (Mantey, 2015). The increased exclusion of persons
with disability is likely to result in decreased employment opportunities and wage limits for these

2.5 Opportunities for Inclusive Education

Even though there are major challenges of implementing and practicing inclusive education,
there are opportunities as well. Educating children with disabilities in the various schools is an
advantage for everyone (Mihai, 2017). This section will discuss some of these opportunities of
inclusive education.
A) The Constitution of FDRE

21
The Constitution of Federal Democratic Republic of Ethiopia (FDRE, 1995), under article 9
stipulates that all international agreements ratified by Ethiopia are an integral part of the law of
the land. It has also elaborates that all legislative, executive and judicial organs have the
responsibility to respect and enforce what is embodied under that section, which should be done
in conformity with human rights considerations.(Art.9:4). This reveals that all international
agreements that have been ratified by the country should be implemented and the conserved
bodies should play an important role for the implementation as cited in Wondwosen (2014,
p.122).
B) The Education and Training Policy
It confirms the importance of early childhood education .it has further confirmed that efforts
should be made to enable the handicapped and the gifted learn in accordance with their potential
and needs (ETP, 1994). But when we see the practice of our country, there is no effort made to
enable them learns according to their needs and potential as stated by (Wondwosen 2014, p.122).

2.5.1 Building and Providing Facilities

Inclusive education has many advantages for children with disabilities as well as parents,
schools, teachers and society. This leads the government to provide more facilities. As the
government wants to implement and practice inclusive education, it builds more schools and
provides more facilities which do not only benefit disabled children but everyone around them.
Building more facilities encourages more children to be in schools because a lack of facilities
becomes the barrier for many children who find themselves out of the school system. This lack
has led many children to drop out of schools when there are not sufficient facilities to
accommodate them (Gadagbui, 2010). As more facilities are provided, it encourages more
children to stay in schools and this also encourages teachers to develop a positive attitude
towards children with disabilities (Alhassan, 2014). Creating more facilities reduces the number
of students in a classroom to help the teacher have time to focus more on each student. The result
is that when teachers get more time for all the children, they also have time to encourage their
students to help one another in the classroom, stated by Elizabeth, 2018.

2.5.2 Developing Positive Attitudes

According to Elizabeth (2018, p.28), Inclusive education puts both non-disabled and disabled
children in the same school and classroom with teaching approaches that benefit all of them. The
environment is free and safe. There are facilities to accommodate all children and this

22
encourages everyone to develop positive attitudes towards disabled children. When teachers are
educated, trained, and supported in inclusive practice, it helps to develop positive attitude and
behavior towards disabled children (Alhassan, 2014). This encourages teachers to teach and train
their students to do the same. Banks and Banks (2010) argue that teachers need to apply teaching
approaches that include children with disabilities which makes them respect and encourage their
students to do the same. Gadagbui (2010) added that as children are encouraged to respect each
other, they play, work, study and help one another when one is in a difficult situation or does not
understand the subject being taught in the class. It brings about collaborative learning as they
study together. This makes children with disabilities feel accepted by their peers and encourages
children to stand up for one another to prevent any discrimination among them (Obeng-
Asamoah, 2016). They develop mutual respect.

2.5.3 Developing Themselves and the Society

Developing good behavior towards children with disabilities encourages them to participate in
the school. It helps them to get a proper quality education to develop themselves. Inclusive
education promotes quality education and social development for disabled children (Mihai,
2017). As they develop themselves, it leads them to participate in activities and work to develop
the society and nation. As they better situate themselves in society, it generates people to accept,
appreciate and respect them. This leads to the development of the nation because it encourages
them to do more for their country. As stated by Ametepee and Anastasiou (2015), disabled
children had the chance to do life skills activities such as weaving baskets for trading in the
country which helps to generate incomes for them and the government and the government uses
the income to develop the nation. Mihai (2017) stated that it brings advantages in respect of the
evolution of the society, on the labor market, more income to generate from the work they do as
well as other children to develop the country.

2.6 Solutions to Overcome the Challenges of Inclusive Preschool Education

According to UNESCO (2013) indicated that inclusion involves a range of changes and
modifications that teachers and principals should make such as in content, approaches, structures
and strategies, with a common vision which covers all children with SENs and a conviction that
it is the responsibility of the regular system to educate all children. In this context, inclusive
school must put flexibility and variety at its core. This should be evident in teachers and the
structure of the school, the content of the curriculum, the attitudes and beliefs of staff, parents,

23
and pupils, and the goal should be to offer every individual a relevant education and optimal
opportunities for development. Parents and pupils themselves have equally important
contributions to make in order to shape the implementation of inclusion (UNESCO, 2013). To
the contrarily, the USDG (2015) argues that the teacher's knowledge, belief and the enthusiasm
on teaching and learning of the SENs pupils are the influential factors in the success of inclusive
classroom and not modifications to the system.
According to Wondwosen (2014, p.123) stated that, the physical environment (classroom layout
and appearance, classroom arrangement, furniture arrangement etc) contribute a lot to promote
active-learning method. According to Dilnesaw (2009), the physical environment in a classroom
can challenge active-learning. According to him there should be adequate well-maintained and
furnished classrooms to effectively conduct teaching-learning process. Therefore the place where
the child is positioned in the class, the way the classroom materials are arranged, the effects of
sound environment and the condition of a building play a vital role in enhancing or retarding the
teaching-learning process of visually impaired children.
In inclusive classrooms, more students with disabilities are in a general education classroom and
teachers, principals and schools are held more accountable for the performance of student’s and
as a result, teachers and principals must provide relevant resources and have relevant skills to
deal with inclusive classrooms as noted in (IOSR-JHSS, 2015).

24
 CHAPTER THREE

3 RESEARCH METHODOLOGY

3.1. Introduction
A research methodology denotes the design and procedures that the researchers used to describe,
explain and predict the phenomena under study (Creswell, 2009). This chapter, therefore,
identified the overall design and specific methods or procedures that the researcher intended to
apply in this study.

3.2. Design of the study

The preferred design for this study is a qualitative research approach. A qualitative research
method in this context means engaging participants using interviews so as to get a rich, insightful
outcome through a conversational engagement (Patton M., 2015, p.28). Case study approach
employed as it enabled the researcher to develop a level of fact from high involvement in the
actual experiences. In case study, a single person, program, event, process, institution,
organization, social group or phenomenon is investigated within a specified period, using a
combination of appropriate data collection devices (Creswell, 1994, p.12). In this study
qualitative research method would use to investigate the current challenges and opportunities in
implementing inclusive education for visual impaired children at Debre Berhan town in Biruh
Tesfa and Model Number 2 preschools. The qualitative technique will apply to obtain and
interpret the information from parents, teachers, and administrator workers and in depth
interview. The goal is to recognize and assess emergent themes and patterns so as to provide a
rich and contextualized understanding of preschool education of children with disabilities from
concerned bodies. Since the research approach is qualitative that takes place in natural settings
and employs a combination of observations, interviews, focus group discussion, and document
reviews enables the researcher to develop a level of fact with high involvement in the actual
experiences of challenges and practices of inclusive education in the two preschools.

3.3. Location of the Study Area

Biruh Tesfa and Model Number 2 inclusive preschools are governmental preschools which are
deliberately selected for the study and the two preschool are found at kebele 02 and 03
respectively in Bebre Berhan town. The one preschool is Model Number 2 is located in front of

25
North Shoa Zone Administration building near to main road and which is found at a distance of
130 kilometers from Addis Ababa. And the second preschool is Biruh Tesfa, which is also
located around one kilometer distance from Model Number 2 preschool at the east side of the
town.

3.4. Research Participants and Selection Criteria

In this study, participants were selected purposefully based on their impairment type. According
to Demisew (2014), information rich cases are those from which one can earn a great deal about
issues of central importance to the purpose of the research (Patton, 2002). The criteria were
different education areas, disabilities categories, and richness of information about inclusive
education and the policy implementation. For this study, the researcher was selected participants
from the categories of visible disabilities, which can easily be identified. To select participants
those who have rich in information I used, school directors and teachers for special need
education with visually impaired students’ information sources. Based on these principles the
following participants were selected;

Two directors for interview, 4 teachers to interview and FGD, 4 parents for interview those are
Mothers to get real information of their children, this is because of Mothers’ attachment is
greater than other families of the children, and 5 students with visually impaired for observation
from two preschools, those are Model Number 2 (one male and two female) and Biruh Tesfa
(one male and one female) at Debre Berhan town.

3.5. Target Population

Table 1 Population of the study

S.No. Population Sex Total

Male Female

1 Children with Visual Impairment 3 2 5

2 Teachers 2 5 7
3 Parents of Children with Visual Impairment - 4 4
4 School Directors/ Administrators 2 - 2
Total 7 11 18

26
Table 2 Background Information of Inclusive class Teachers at the preschools

S.No Educational Status Variables Quantity

Age Sex
1 Certificate 18-30 years M 1 1
F 2 2
31-40 years M 0
F 0
>41 years M 0
F 0
2 Diploma 18-30 years M 0
F 1 1
31-40 years M 0
F 0
>41 years M 0
F 0
Total 4

Table 3 Number of children with special need education per grade level and the type of disability
at Biruh Tesfa and Model Number 2 Inclusive Preschools.

Visually Impaired Hearing Intellectual Mobility Total

Impaired disability difficulty
KG 1 1 - 1 - 2
KG 2 2 1 2 1 6
KG 3 2 2 1 1 6
Total 5 3 4 2 14

27
Table4. Background Information of parents (Mothers)

Variable Sex
S.no. Educational Status M F
1 Uneducated 0
2 1-4 0
3 5-8 1
4 9-10 1
5 11-12 1
6 Certificate 1
Total 4

Table 5 Educational Status of parents (Mothers)

Age Grade Level of Mothers

25-40 Illiterate Read and Write Complete grade Certificate
12
0 2 1 1

3.6. Participants
In order to conduct this study, the participants were drawn from Biruh Tesfa and Model Number
2 Inclusive preschools; this is why because of the preschool has more students with visual
impairment than the other schools in the town inclusive approach is applying in the town that is
needed for the study. In the study different school communities were identified and participated.
4 preschool teachers, two school directors, 4 parents of students with visual impairment and
therefore, the total of 4(1 male & 3 female) teachers, 4 female parents and 2 directors of the
preschools were participants of the study.

To do this, a sample frame for the students was prepared from their teachers’ information of each
class.

28
Table 6. Profiles of the Study Participants

S.No. Sex
Participants Male Female Total
1 VI Students for Observation 3 2 5
2 Teachers for Interview and FGD 1 3 4
4 Directors for Interview 2 - 2
5 Parents for Interview - 4 4
Total 6 9 15

In this study, all participants in the above table are participated. Which was 6 male and 9 female,
totally 10 participants were purposefully selected. All 5 total blind participants (3 male and 2
female) for observation. Their visual impairment is during prenatal and postnatal period. All the
participants preschool children’s age in the range of 5-7 years. The researcher selected four from
their parents purposely because most of the time the social attachment of females specially
mothers are believed to be high with children when compared with males in the Ethiopian
context.

3.7. Sample and Sampling Techniques

A theoretical sampling model will be to select participants for the focus groups ensuring
participants reflected a broad range of the desired study population (Kitzinger, 1995); with a
variety of ages, genders and social standings being used throughout. Regarding the sample
within the study, research should locate a group of participants rich in knowledge, had
experience, this is “purposive” sampling. Therefore, the researcher locate individuals within the
preschool, based on the attributes of agree to participate in the study, experienced parents will
selected to get the right and deep information and principal remediation.

Hence, currently there are a total of 16 (Governments, private, public, charitable organization
and faith based) preschools found in Debre Berhan town. From these preschools the researcher
will use. So the study sampled only two preschools and a total of 5 visually impaired
participants from governmental preschools were selected for this study.

29
3.8. Data collection methods or instruments
Primary and secondary data sources will be used in this research. The data is analyzed as of the
collected mainly from primary sources, such as students, teachers, directors and parents, through
interviews and observations. Secondary data will also be collected from lesson plans and
educational trainings prepared for special need teachers. Therefore, the researcher will use open
ended interviews, focus group discussion and observation as methods of data generating
instruments since this study is qualitative in nature.

The researches interviews people to find out from them those things we cannot observe feelings,
thoughts, and intensions. Researchers have to ask people questions about those feeling, thoughts
and intensions. The purpose of interview is, to allow as entering into the other persons
perspectives. Qualitative interviewing starts with the assumption that the proactive of others are
meaningful, and able to make explicit (Patton, 2002, Dawsons, 2000). The interview guide
employed semi-structured guidelines. As a result, I carried out the stage of interview, which was
conducted face-to-face interview on individual basis. Before starting the interview, I translated
the interview questions into Amharic that is easily understandable by participants. During the
interview, to capture the response of the participants fully and to reduce the problem of note
taking, audiotape recording used based on the permission of participants.

3.8.1. Focus Group Discussion

The teachers’ focus group discussion (FGD) questions were developed in order to gather the
relevant information regarding their experience in challenges and practices of inclusive
education for visual impairment in the preschool. The researcher was organized a total of one
focus group discussion were held in the school and within a day about five hours for FGD
interview within four teachers and the two directors were attend in the discussion program of
teachers.

3.8.2. Observation Checklists

Observation is a technique that can be used when data cannot be collected through other means,
or those collected through other means are of limited value or are difficult to validate.

For example, in interviews, participants may be asked about how they behave in certain
situations, but there is no guarantee that they actually do what they say they do. Hence,
observing them in those situations is more valid. Observations are those in which the researcher

30
takes notes on the behavior and activities of individuals at the research site (Creswell, 2009). In
addition to this, since the students developmental level and sign language ability is less it was
better to have observation instruments to collect datum from preschool children with visual
impairment.

Observation checklists would be adopted and prepared to collect relevant data through observing
the preschool children as they engage in the inclusive setting, physical set up and services on
inclusive education approach and its contents. The observation will last for one hour and thirty
minutes once within a week for the consecutive two months at each preschool.

The physical aspects of preschool include but not limited to the physical setup of the preschool
compound, outdoor play materials, playground or field and other related preschool environments.
The researcher will carry out once after every one week and use observation checklist and
schedule for recording the studied behavior.

3.9. Data Collection Process

3.9.1. Data Quality Control
To ensure validity and reliability of the study, unobtrusive methods of data collection were used
like informal visits to the schools prior to formal data collection, and interaction with school
children. The researcher sought professional advice with supervisors and peers to ensure that the
research instruments are consistent to the topic under study and on spot checking for the
completeness, and accuracy of data gathered.

3.9.2. Study Procedure

A letter of introduction was secured by the researcher from Debre Berhan University Department
of Psychology, which was presented to the leader of educational office in the woreda or town, in
order to gain entry in the district and approval to interview, observation and FGD the key
informants for the research study. Then after permission, prepared an introduction letter to be
presented for schools to arrange appointments for the researcher to start the study in preschools.

3.9.3. Data Analysis

The study used qualitative kind of data; thematic data analysis method used to analyze the
qualitative data of the research. This determination achieved that, before starting the analysis to
recognize the data, the researcher had to read the collected and documented row data that will

31
organized from interview questions, FGD and observation based on the respondents reply and
observations of the researcher that labels the condition or the occurrences under the study. Then,
the researcher gathered findings and analyzed using case study analysis. Findings will be
interpreted and judged against the idea in the literature review of the research.

In order to increase the reliability of the findings, the researcher used data by triangulation using
data from respondents that are obtained through different methods. Finally, the weakness or bias
of any of the techniques or data sources will balance by the strengths of another.

Followed this, the researcher have organized, classified, condensed and coded the data to
represent the groups.

Then, the researcher collected the related types of concept and ideas organized in groups used as
summary indicators for analysis. The groups were used as headings and described one by one.
Finally the data was interpreted and findings were stated clearly.

In this study, the data from interviews, focus group discussion and observation were gathered
using mobile audio recorder. The data were analyzed by using case analysis method for the
study. The names used in the case studies are assumed name.

3.9.4. Ethical Consideration

Before starting this study the researcher was asked permission from the school with legal letter
from Debre Berhan University Department of Psychology. Then after rapport develop with the
participants by discussion on the proposed study aim and their right until the end of the study.
Therefore, throughout the study the researcher recognize the following ethical issues privacy and
confidentiality would be maintain at all times, all findings were represented in a confidential
manner no personal or identifiable information will record or printed in the study. The researcher
will be used codes instead of the names of participants when presenting the data in this study.
Therefore, the researcher obtained the informed consent of all participants and parents of
children verbally to start the interview process for the research.

32
 CHAPTER FOUR

4. DATA PRESENTATION AND ANALYSIS

4.1. Introduction
This chapter presents the data analysis and findings of the study on challenges and practices of
inclusive education in selected preschools of Debre Berhan town. Therefore, the chapter presents
the interpretations of the data gathered from the participants of students with visual impairment,
principal, teachers and parent that was gathered through semi-structured interview, FGD and
observation. In the data analyzing processed the qualitative method was employed as a technique
of study. For this finding the researcher used a total of 10 participants (2 directors and 4 teachers)
were interviewed, the 4 teachers were participate also on FGD and 4 parents for interview, and
visually impaired students with their class room and physical environment were observed by the
researcher.

4.2. Demographic Characteristics of the Respondents

Table 7 Demographic Characteristics of students with visual impairment

S.no. False Name

Sex Age Grade Types of Visual Impairment

M F Partial Sight Total Blind

1 Student A X 5 KG-1 X
2 Student B X 6 KG-2 X
3 Student C X 7 KG-3 X
4 Student D X 7 KG-3 X
5 Student E X 6 KG-2 X
Total 3 2

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Table 8 Backgrounds of Preschools Directors

S.No.
Variables Quantity

Educational Status Sex

M F
1 Degree 2 - 2
2 Diploma - - -
3 Certificate - - -
Total 2 - 2

4.3. Data results and analysis

Since this study used qualitative method the data obtained through interviews, FGD and
observation were presented in an integrated format in line with the research questions posed in
chapter one. Some emerged themes were also used to present the data gathered from different
groups of participants. Therefore, the data which are presented below illustrate challenges and
practices of inclusive preprimary education for children with visual impairment in Biruh Tesfa
and Model Number 2 preschools. The data results and analysis using interview guides
conducted with preschool directors at Model Number 2 preschool represented School A, and
Tesfa Birhan preschool represented by School B. The teachers also represented by: School A,
T1, School A, T2, School B, T1 and School B, T2.

4.3.1. Challenges of inclusive preschool education

4.3.1.1. Lack of qualified teachers

As the study participants were asked to state whether they had qualified teachers to teach
learners with SENs in their preschools and how lack of qualified teachers’ distress the
implementation of inclusive education program. In this regard, the following notes were made by
participants from preschools directors and teachers:

34
 "The problems of having no qualified and trained teachers in special education in
a preschool would severely affect children with visual difficulties and ultimately
some of them will just discontinue to the school. The teachers who are not skilled
to treating and handling children with special education needs may not realize the
genuine learning problem of them. Some teachers may instead even label that
particular child to be dual or a slow learner when he or she is actually not. The
government and concerned organizations should give an attention doing
something for the progress of implementation of inclusive education. That is well
known in Ethiopia there are some institutions of teachers training including
special education college and university, even in this town only one college is
found and to trains and equips teachers with special education skills but does not
produce enough to supply for all the surrounding preschools. Based on the issue
of this in our preschool only one qualified teacher is found. This issue of having
no trained teachers in special education in a school would heavily affect children
with special learning difficulties and eventually will just stop coming to school. A
teacher who is not trained in handling children with special education needs may
not understand the actual learning problem which a visual impaired has and may
not even handle it. Some teachers may instead even label that particular child to
be dual or a slow learner when he or she is actually not. The government should
do something to be done in the near future, unless it is so difficult to for children
with visual impaired and their parents, teachers and in the communities at large.
In our schools no qualified teachers with special need education, lack of
supportive structural leadership and capacity of resources to fulfilling the
necessary teaching aids and to conduct even a short term trainings on
implementing inclusive education for children with visually impaired and also for
other children with disabilities (School A & B Directors & School A, T1& T2,
School B, T1& T2)."

From the respondents, only school A recognized having one trained teacher to teach children
with special need education out of the two who were subjected to in-depth interviews. On how
lack of trained teachers in special education affect the implementation of inclusive education, the
directors and teachers said that most children with special need were likely to drop out of school

35
and that those untrained teachers in special education would concentrate on the named normal or
sighted children. The issue is also recognized by Elizabeth (2018, p.25), when teachers are not
trained to handle these children in regular or segregated schools, it becomes a challenge for them
to handle and develop a positive attitude towards them. Regarding the shortage of qualified SNE
teachers matter is indicates in different researches and journals that the development of an
inclusive education and teacher training programs are the most challenging issue in the process
of implementation of inclusive education.

4.3.1.2. Availability/adequacy and relevance of physical facilities and infrastructures

Concerns
The respondents, the directors, teachers and parents stated the following points on the accessibility and in
fractures matters of visual impairment children’s on the study as follow:

"This school has no conductive infrastructure that can be friendly to children with
special needs. If I took you round, you will find that there are no ramps for wheel
chairs for instance. All is there are steps. The toilets are also not conducive for
children with visually impaired children. A lot needs to be done to solve these
major challenges to implement inclusive education in preschools (School B
Teacher)."

"For me, I don't support the whole idea of teaching children with visually
impaired in regular classrooms. For example. I don't see any infrastructure in my
school which can support the learning for children with visual impairment and
even for others disabilities. The classrooms are too small, the floors in classrooms
have a lot of pot-holes, and there are no ramps for usage of wheel chairs, no
labeled ground to in and out of the class to children with visually impaired. So
even if teachers to handle children with special education needs were brought, the
environment itself may not support the learning of children with SENs that is what
I can say (School A Teacher)."

“In the school, there has been faced shortage of resources which include
classrooms, desks, textbooks such as talking books for the blind, braille machines
for the blind and classrooms constructed using rumps to facilitate the movements
of students with visual impairment, there is no assistive technology for their

36
 students with visual impairment needs such as large prints to teach them through
touching, compact discs, and also talking calculators and other necessary
equipment. In general, a lot of challenges are seen in the schools as my colleges
explain (School B Teacher)."

As demonstrated in the above quotations, the selected participants from all groups indicated that
the infrastructure of their schools is that type which does not support the accommodation of
children with SENs. In other words, their school environments are unfriendly to children with
SENs. Some of the responses given were that their schools have no ramps for wheel chairs,
rooms are too small, no showers, pit latrines are in bad conditions such that children with SENs
cannot easily move from place to place in the school compound without supporter. Therefore the
infrastructures of the two schools are not conducive in implementing inclusive education for
visual impaired children’s.

The observation served to check the information provided by the two schools directors and
teachers on the study. From the observation sheet, the researcher also observed that the
infrastructure from the two schools was not friendly for children with visual impairment. For
example, some of the floors in classes were very rough and not conducive for the movement of
learners with visual impairment.

All the teachers touched that physical facilities of the schools were inadequate citing that they
are not organized to provide accommodation for the learners with visual impairment. The
classrooms of the students in the selected preschools of study established that the facilities were
not structured to accommodate learners with visually impaired.

4.3.1.3. Inaccessibility of play and teaching material resources

The other factor that affected implementation of inclusive education for children with visual
impairment in the two preschools, the inaccessibility of children’s play materials and teaching-
learning equipment: In this regard, some participant’s directors, teachers and parents groups
made the following remarks:
"Since I’m qualified with special need education, in my school, teachers are
involved in planning and presenting the needs of the students with visual
impairment to the administration, as a requirement from the ministry of education
which should available in the preschool. Besides to this, I always notice but no

37
 response at all when it comes to buying playing items and teaching aids for
students with visual impairment and this I tell you create a lot of negativity,
variation, and discouragement. In any ways, totally it shall be inaccessibility of
play materials and teaching aids to implement inclusive education for children
with visual impairment (School B Teacher)."

"The physical environment plays a critical role in preschools for the successful
implementation of inclusive education practices for children with visual
impairment. One of the main objectives of ministry of education is that to enhance
provision of accessible safe and friendly environment and facilities for learners
with special need education. The learners with specific educational needs require
specific educational resources at individual and school levels depending on the
nature and extent of their disability. Inadequacy of specified educational
materials like, braille machines, tactile models, talking books, text books and low
vision devices and also ply materials for children with visual difficulties (School A
Director)."

"In our school, the classroom space is not allowing the students to move freely in
the classroom. The chairs and tables are not separated and designed to use for
three children together. But it is not comfortable for the children while they are
learning and need to be age appropriate educational practices for CWVI (School
A Teacher)."

"It is obvious that, from the head of ministry of education, inclusive education is
still mistreated. This means that no budget allocation for purchase the necessary
children’s playing materials, teaching - learning materials and not provide like
braille book, story books and others needs for children with visually impaired in
our school. As a result the expected achievement is not satisfactory for school
community in general (School B Director)."

The directors, teachers and parents were pointed out the absence of teaching or learning
resources and play materials because of budget constraints and low attention by the government
to the program application for visual impairment preschool students. And the researcher also

38
shared all the points which are illustrated by the respondents, and in addition from my
observation the classroom pathway is not clear and the tables and chairs cover much of the space
and there is no free space to play by using materials on the floor at Biruh Tesfa preschool. Here
what the researcher is acknowledged that, classroom environment is widely recognized in the
special needs education field that if a setting is developmentally appropriate for a typical child it
will also be appropriate for a child with visual impairment. Almost all no play materials
especially outdoor, as indicates in different researches and journals: play is important to the
young child’s health. Play increase affiliation with peers, releases tension, advances cognitive
development, increase exploration and increase the probability that children will converse and
interact with each other. While children interacting they practice the roles they will assume later
in life.
And during the time of my observation the learning materials concern is huge (like braille texts,
references, maps, mathematical instruments, etc.), the buildings suitability, the other physical
environments the classroom settings, the offices layouts, the teachers treatment and others
observed, and the findings also shows a number of gaps in the two preschools (mainly in Tesfa
Birhan).

4.3.1.4. Behavioral Challenges of Children with Visual Impairment

As directors, teachers, parents and the researcher indicates the following points on behavioral
challenges of children with visual impairment in the study.

"The construct of expressing behavior problems is grouping behavior problems

that are demonstrates in children’s outward behavior and reflect the child
negatively acting on the external environment. Childhood aggression can also be
described as conduct problems and is more than likely the leading cause of adult
crime and violence (School B Teacher)."

"Antisocial is a synonym to the term externalizing behavior, but there is a

difference between the two; one being more severe than the other is. Negative
behaviors are learned and with children being similar to sponges, they absorb
anything they hear. This behavior affects family, school, and other social
interactions with the environment. Parents, teachers, and other adults will often
punish or isolate a child who is displaying externalizing behavior instead of

39
 finding the help they need to correct the negative behavior. It is said to be that
males are more likely to show externalizing problems than females (School A
Teacher)."

"Almost all children with visual impairment play with visually impaired students.
The main reason why they prefer visual impaired students is that they are able to
get support. Otherwise, when they want to share emotions, they prefer students
with visual impairment and they go, play and chat with all (both seeing and non-
seeing) students.” However, from my experience, they need to chat, play and
spend time with students with visual impairment because they love and respect
each other. "

For instance, researchers found that during the preschool stage they have generally revealed no
gender differences in the rates of externalizing behavior. However, in previous research they
have revealed that gender differences began at the age of four, with most girls having a
consistent decline in problem behavior, whereas in most boys demonstrated a less consistent
decline and some boys even show an increase in rates of problem behavior. Hence, most of the
students showed express behavioral problems.

On social interaction of students with visual impairment the researcher also observed student B,
that she participates in the classroom but she moves from one corner to the other alone without
interaction with other students. And sometimes she tried to play alone with any material which is
found in front of her. Other students do not want to play with her. Their reason is that she cannot
communicate easily with them. Sometimes, she pushes and laughs with Student A, who is blind
in the same class. Student A is so aggressive and shows hard for other students, he showed some
part of egocentricity and selfishness in using the teaching aids. He mostly kicks others and do not
allow other students to move without his interest. From students playground observation except
Student D, the other children with visual impairment do not have good social interaction and
positive relationship with the visual students, this may be due to lack of treatment from the
sighted peers.

40
4.3.1.5. Absence of Enforcing Legal Frameworks
The school directors stated that;

"As we know, in Ethiopia, the policy on inclusive preschool education has been
totally neglected by the policy makers and to some extent I strongly feel that it has
facilitated the slower implementation of inclusive education especially in country
side preschools of the country. There is no political will from the policy makers.
And the other thing is that there is no one seems to be concerned about this issue,
it is as though people are not interested. In fact, most of the people do not even
understand what inclusive education is especially in these communities around.
Children with disabilities just sit at home because parents think that they can just
be educated in a special school or unit. The condition is not good for us, so it
need to be seen (School Directors)."

The two directors complained that the education policy on inclusive education was not fully
implemented and that the whole exercise was not even supported by the policy makers
themselves. However, one of the directors showed some ignorance about the policy. The director
was not aware of the policy on inclusive education. One director from school B had this to say
over the policy on inclusive education. In general, Ethiopia initiated by the formulation of
policies to roll out the program of inclusive education implementation in all the public
preschools in the country and this has seen in the two preschools embrace own ways of
implementation through enrolment to class conditions as was noted in the study locale. However,
yet there were several challenges facing the two preschool directors, teachers and parents in their
quest to respond to the government policy of taking on inclusive education but it is beyond their
capacity.

4.3.2. Practices of Inclusive Education

Even though there are some challenges of implementing and practicing inclusive education, there
are opportunities as well. During the time children with disabilities in the various preschools is
an advantage for everyone. On the bases of this ground, the school directors, teachers and parents
were stated the opportunities of inclusive education for children with visual impairment here in
the below.

41
"As we know in Ethiopia some declaration and international agreement that
contributing special attention for the education of students with special needs
similar to, UN Convention, education for all on the right of the child but these
declarations and agreements have nothing in our country’s schooling structure
and the only opportunity we have is the support we got from NGOs like save the
children and some institutions. And a little bet they were help in health related
matters of children with visual impairment in our preschool. Sometimes
concerning the challenges they faced they said that there are many challenges
that hinder the implementation of inclusive education such as the attitude of
teachers and parents towards children with disability and teachers of students
with special needs, lack of attention from the education office both zones and
woreda, lack of educational materials, large class size budget constraint and etc.
Based on the challenges the whole preschool concerned individuals, groups,
organizations and the community at large have to get an awareness in the
processes of struggle to insure the implementations of inclusive preschool
education for children with visual impairment and also others disabilities. As a
result most concerned bodies and government will be engaged in the system,
therefore identifying the challenges of children with disabilities and work on the
solution, which is a good initial practice on inclusive education for children with
visual impairment.

Implementing inclusive education has many advantages for children with

disabilities as well as parents, schools, teachers and society as a whole. This
leads the government to provide more facilities. As the government wants to
implement and practice inclusive education as per the policy stated, and it will be
builds more schools and provides more facilities which do not only benefit
disabled children but everyone around them. Even if there are a lot of challenges,
a little todays initiating the practice of inclusive education for children with visual
impairment it is a good start up opportunities to parents support their children to
attend school, society embraces them and they get the chance to obtain an
education in order to develop themselves and hence their society. Developing
themselves motivates and encourages these children to be more independent and

42
 later work to generate income. In that manner, they are enabled to contribute to
their country and gain wisdom of feel right. The new initiating inclusive preschool
education is provides for children with visual impairment to build their sense of
normality, confidence, freedom, independence and enjoy through inclusive
education and it led them to sharing ideas with others to asserting their
competitiveness (School A & B Directors & School A, T1& T2, School B, T1&
T2)."

4.3.3. Solutions for overcoming the challenges

A number of suggestions that would enhance the implementation of inclusive education in
preschools were given by directors, teachers, parents and the researcher also indicates some
points as solutions for special need inclusive education practices for visual impairment as follow:

"I think to solve the challenges of inclusive education for children with visually
impaired and enhance its implementation, the need to inspire others to go to
colleges to be trained as teachers of special need education, government to come
up with a policy to emphasis on inclusive preschool education instead of special
schools and units, and government should mobilize the fund to provide specialized
materials in all the preschools in the town. As a responsible person the school
community also contributes in any possible activities in the implementation of
inclusive education in our school. It is important to see the education of children
with visual impairment in the context of the nation’s educational goals and
objectives as stated in national policy which is an opportunity to start the
disabled children coming to the school. To these purposes, disabled students
should not only have access to the classroom, but also be included in explorations
in science and technology, given opportunities to access skills training, and
develop an appreciation for democracy, equality and human rights. If disabled
students are excluded from these objectives, then important questions must be
asked about the objectives of their education as a whole. Therefore all concerned
bodies should weak up to facilitate and to contribute their roles for the
improvement of inclusive education for children with visual impairment. There
are so many gears that the government, the school administrative bodies, the

43
 teachers, the parents, and other concerned stakeholders can do to boost the
implementation of inclusive education in this preschool. For instance, it should
begin with the parents themselves to take their willingness to identifying and
enroll their children with special education needs in school. Non-governmental
organizations (NGOs) can also embark on sponsoring the children with special
education needs in especially in preschools in the town, special education trained
teachers to be given further duties grants to develop their commitment and
stimulate them and inspire others to join in the field of special need education
department in teachers colleges. There are so many suggestions which I can give
including the politicians having a political will and instituting the legislation to
guide the implementation of inclusive education especially in the town preschools
for children with visually impaired. We understand that, to identify the needs of
our children with visual impairment. Parents also need to control the situation of
their children, observe them well at home, visit them in school, and assist them
carefully. The school community will then collaborate with parents to get better
information and find relevant solutions like, working on infrastructures especially
in the school, fulfilling the necessary playing materials and teaching aids, their
toilets and showers will be functioning and others which may be needs for our
children’s to support for their academicals potential progressive in their future
life (School A & B Directors & School A, T1& T2, School B, T1& T2 and Student
A, B, C & D Mothers)."

There is a need for re-examining perceptions around the values and purposes of education for
children with visual impairment as the respondents agreed and the researcher also it needs a great
movement to became fruitful achievement of inclusive education for visual impairment children
at the preschools of the town. For example, it should begin with the parents themselves to take
acute interest in identifying and enroll their children with special education needs in school.
Nongovernmental organizations (NGOs) can also embark on sponsoring the children with
special education needs in the preschools around the town, special education trained teachers to
be given extra duty allowances to be enhance commitment and motivate them and encourage
others to go to colleges to he/she trained as teachers of special education, government to come up
with a policy to discourage special schools and units, government to provide specialized

44
materials in all the preschools in town. There are also so many suggestions which I can give
including the politicians having a political will and instituting the legislation to guide the
implementation of inclusive education in all preschools of the town.

45
 CHAPTER FIVE

5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1. Introduction
In this last chapter, the researcher would like to state a summary of the study along with major
findings, some concluding remarks on the findings and recommendations. This study deals with
the assessment of the challenges and opportunities in the implementation of inclusive education
of students with visual impairment in Biruh Tesfa and Model Number 2 preschools of Debre
Berhan town. The recommendations are useful to make timely interventions by the selected
study preschool in order to enhance school services and program for the students with visual
impairment.

5.2. Summary of Findings

The main purpose of this study was to investigate the challenges and practices in implementing
inclusive preschool education in Debre Berhan town at Biruh Tesfa and Model Number 2
preschools.

This chapter talks over the findings regarding the challenges and practices in implementing
inclusive preschool education for children with visual impairment: the case of Biruh Tesfa &
Model number 2 schools in Debre Berhan town. The findings were sourced from two preschools
in Debre Berhan district. The chapter relates the findings to the existing literature and theories on
challenges and opportunities in the implementation of inclusive education in the two preschools.
Discussions of qualitative data has involved subjectivity, that is, to investigate the challenges and
practices in implementing inclusive preschool education by administrators, teachers and parents
in the implementation of inclusive education in the two preschools, to discover how
administrators and teachers overcome challenges faced in the implementation of inclusive
education and to suggest measures that will enhance the implementation of inclusive education
in the preschools.

5.2.1. Challenges faced by Administrators and Teachers in Implementing Inclusive

Education in the Preschools
In regard to whether the teachers in the preschools were qualified or not in teaching learners with
special education needs (SEN), this study has shown that there were very few teachers qualified

46
to teach learners with SENs in Biruh Tesfa and Model Number 2 preschools of Debre Birhan
town. On the availability of pupils with special education needs in the classes, this study has
revealed that in almost all the classes there were children with special education needs and that it
is only teachers that had little knowledge about handling learners with SEN. The study has
further shown that lack of or the inadequacy of teachers with skills and knowledge in special
education in the preschools had a big effect on the implementation of the inclusive education
program. Qualitatively, the study also revealed that there were very few teachers trained in
special education in preschools of the town.

This study has revealed that, the two preschools had no suitable infrastructure and equipment to
aid the implementation of inclusive education program. Teachers said that the infrastructure in
preschools does not support the implementation of inclusive education. For instance, there was a
view that corridors should have both stairs and rumps for the nondisabled and physically
disabled respectively. These findings pertaining which indicates that the facilities essential for
educating learners with disabilities in many preschools are lacking or grossly inadequate and that
inadequate facilities, absence of support service, large class size and poor infrastructure are some
of the obstacles to achieving meaningful inclusion in developing countries. Equally, qualitative
data collected from administrators or school directors, the study has shown that there was no
conductive infrastructure that was friendly to children with SENs in the two preschools of Debre
Berhan town. This finding is supported by UNESCO (2015) who reviews that, over time, there
have been infrastructure problems and a shortage of permanent classrooms in preschools,
particularly in poor communities like in country side preschools for learners with SEN. At the
same time, existing infrastructure is generally in poor condition due to lack of investment capital,
poor construction standards and inadequate maintenance (Ainsow, 2010).

5.2.2. How administrators and teachers overcome challenges faced in the implementation
of inclusive education in the preschools
This study has reviewed that, teachers who were not trained to teach learners with SENs had a lot
of challenges when it came to handling learners with disabilities. However, some of the teachers
indicated that they managed their classes through consultations from those teachers that are
trained in special education within and outside schools. Others said that they tried giving more
time to learners with disabilities because they needed more time. This finding is in line with
Cohen (2003)'s findings in his study who asked teachers what needed to happen.

47
Teachers reported that they felt students with disabilities could benefit from the classroom if two
basic changes in classroom practice were made and these include, modifying the curriculum and
time to enhance relevance.

In support of the above, UNESCO (2004) also reviewed that effective inclusion requires specific
planning, modifications and implementation by teachers whose responsibilities include
structuring a learning environment in which children with and without disabilities are helped to
participate together in a variety of activities related to all areas of development. The observations
made by the researcher also showed that teachers struggled a lot to teach children with SEN
especially those who were visually impaired. However, the researcher observed that most of the
teachers in classes displayed some enthusiasm in teaching learners with SENs and the teacher
pupil relationship was cordial what they lacked was skill. This is in agreement with the USDG
(2015) that states that the teacher's knowledge, belief and enthusiasm on teaching and learning of
the SENs pupils are the influential factors in the success of inclusive classroom. However, the
two directors showed some dissatisfaction on the issue of the untrained teachers teaching
learners with SENs and the infrastructure that was not conducive.

Generally, the Ethiopian education and training policy of 1994 and the convention on the rights
of the children (CRC) that Ethiopia ratified on December 9, 1991 ensured educational
opportunity for all children with disabilities. However, it did not effectively implement in the
two inclusive preschools at the town.

5.2.3. Behavioral Challenges of Children with Visual Impairment

The problem of children with visual impairment generally emerges when they start to learn
words during preschool period. Because, they can become aggressive when they cannot express
themselves and may be more stubborn than their sighted peers. Isolation of a child because of
his/her impairment influences his /her attitude towards the environment, and the child may be
extremely angry, bad tempered and aggressive since he/she has difficulty in expressing his/her
wishes, feeling and thoughts. As most of the parents expresses and also the researcher observed
that, all students except student A, are easily distracted by extraneous stimuli so that they
interrupt on others like pushing into conversations or games.

48
5.2.4. Measures that would enhance the implementation of inclusive education in the
preschools
In respect of the measures that would be instituted to enhance the implementation of inclusive
education programme, the suggestions from school directors, teacher and parents varied although
some were almost the same. For instance, this study has shown that teachers, parents and
administrators were for the suggestion that training of more teachers in special education. The
building of user friendly infrastructure for SEN learners, and provision of support services from
government to children with SENs would enhance the implementation of inclusive education.

In line with the findings of this study, Stubbs (2000) stated that barriers in the physical
environment should be removed to make the classroom accessible to learners with physical
disabilities. The ASD (2015) also advised developing countries to build and upgrade education
facilities that are disability sensitive and provide safe, nonviolent, inclusive and effective
learning environments for all.

The above findings are in line with the Ethiopian curriculum framework that encourages the
introduction of legislation in order to guarantee the right to free, appropriate education for
learners with SEN.

In general, summary of the findings below are from the qualitative research collected from the
respondents and observation like as follow:
The infrastructure in the two preschools does not support the implementation of inclusive
education.
The two preschool lacks structured playground and playing materials.
Most teachers of children with visual impaired (3 out of 4) are below diploma level and not
qualified enough.
Low attention on inclusive education programs by the government.
CWVI lack teachers with special skills, except one SNE diploma teacher.
None of CWVI gets library service or has a resource center and lack of teaching-learning aids.
Most of CWVI (4 out of 5) lack social interaction.
Some of the CWVI (2 out of 5) feel sad, dependency, distress.
Some CWVI (4 out of 5) have anxieties, loneliness and behavioral problems (aggressiveness).

49
5.2.5. Discussion of Findings
This sub title discussed on the findings regarding the challenges faced in the practices of
inclusive education in BiruhTesfa and Model Number 2 preschools. The study was based on
three objectives which were to identify challenges faced by administrators or directors and
teachers in the implementation of inclusive education in the two preschools. To discover how the
school directors, teachers and parents overcome challenges faced in the implementation of
inclusive education in the schools and to suggest measures that would enhance the
implementation of inclusive education in the settings. The findings of the study revealed has so
far revealed that there are a lot of challenges that have impacted negatively on the
implementation of inclusive education in the preschools. This study has revealed that children
with SENs are also found in regular classes but most of the teachers were not trained to teach
them. The study has also shown that lack of or the inadequacy of teachers with skills and
knowledge in special education in the two governmental preschools of Debre Berhan town had a
big effect on the implementation of the inclusive education program.

The results of the study indicated that there were less teachers qualified to teach learners with
SENs in Tesfa Birhan and Model Number 2 preschools of Debre Berhan town. The study has
further shown that lack of or the inadequacy of teachers with skills and knowledge in special
education in the preschools had a big effect on the implementation of the inclusive education
program. Qualitatively, the study also revealed that there were very few teachers trained in
special education in preschools of the town.

This study has revealed that, the two preschools had no suitable infrastructure and equipment to
aid the implementation of inclusive education program. Teachers said that the infrastructure in
preschools does not support the implementation of inclusive education. For instance, there was a
view that corridors should have both stairs and rumps for the nondisabled and physically
disabled respectively. These findings pertaining which indicates that the facilities essential for
educating learners with disabilities in many preschools are lacking or grossly inadequate and that
inadequate facilities, absence of support service, large class size and poor infrastructure are some
of the obstacles to achieving meaningful inclusion in developing countries. Equally, qualitative
data collected from administrators or school directors, the study has shown that there was no
conducive infrastructure that was friendly to children with SENs in the two preschools of Debre

50
Berhan town. This finding is supported by a researcher who reviews that, over time, there have
been infrastructure problems and a shortage of permanent classrooms in preschools, particularly
in poor communities like in country side preschools for learners with SEN. At the same time,
existing infrastructure is generally in poor condition due to lack of investment capital, poor
construction standards and inadequate maintenance (Ainsow, 2010).

The problem of children with visual impairment generally emerges when they start to learn
words during preschool period. Because, they can become aggressive when they cannot express
themselves and may be more stubborn than their sighted peers. Isolation of a child because of
his/her impairment influences his /her attitude towards the environment, and the child may be
extremely angry, bad tempered and aggressive since he/she has difficulty in expressing his/her
wishes, feeling and thoughts. As most of the parents expresses and also the researcher observed
that, all students except student A, are easily distracted by extraneous stimuli so that they
interrupt on others like pushing into conversations or games.

In respect of the measures that desired be introduced to improve the implementation of inclusive
education program, the suggestions from preschools directors, teachers and parents varied
although some were almost the same. For instance, this study has revealed that directors,
teachers, and parents were for the suggestion that training of more teachers in special education.
Building of user friendly infrastructure for SEN learners, and provision of support services from
government to children with SENs would enhance the implementation of inclusive education.

In line with the findings of this study, Stubbs (2000) stated that barriers in the physical
environment should be removed to make the classroom accessible to learners with physical
disabilities. The ASD (2015) also advised developing countries to build and upgrade education
facilities that are disability sensitive and provide safe, nonviolent, inclusive and effective
learning environments for all. In addition, UNESCO (2004) and Kahateli (1995) highlights a
description on some of the modifications needed for inclusive education such as the provision of
barrier free environment within compounds used by children who are blind children’s.

More still, the findings of this study pertaining teacher education, teachers, directors and parents
reviewed that there was need for more teachers to train in special education and be send to each
preschools which are exercising inclusive education practice.

51
5.3. CONCLUSION AND RECOMMENDATIONS
In this section, the researcher would like to state a summary of the study along with some
concluding remarks on the findings and recommendations. This study deals with the assessment
of the challenges and opportunities in the implementation of inclusive education of students with
visual impairment in selected preschools of Debre Berhan town. The recommendations are
useful to make timely interventions by the selected study preschool in order to enhance school
services and programe for the students with visual impairment.

5.3.1. Conclusion
The purpose of this study was to investigate the challenges and opportunities in the
implementation of inclusive education of students with visual impairment in selected preschools
of Debre Berhan town.

In view of the findings of the study and what has been discussed so far, the implementation of
inclusive education in Biruh Tesfa and Model Number 2 schools of Debre Birhan district have a
number of challenges. While the importance of implementing inclusive education in the two
preschools of the town cannot be overemphasized, it is clear from the literature reviewed and the
findings that the programme may not be implemented well for the benefit of learners with
SENs/disabilities if some obstacles are left unchecked. The study has shown that there is a
qualified teacher to teach learners with SENs in Model Number 2 and no trained teachers in
Biruh Tesfa and preschools of Debre Berhan town.

Therefore, the overall conclusion of the study is that the challenges in the implementation of
inclusive education in Tesfa Birhan and Model Number 2 preschools of Debre Berhan town are
due to some gaps between the understanding of the concept itself and implementation. For
instance, lack of understanding of the concept of inclusive education, inadequate trained
teachers, lack of conducive/friendly environment and infrastructure, lack of specialized learning
and teaching materials and lack of involvement of the main stakeholders like parents and
teachers have greatly contributed to the slower implementation of inclusive education in the two
preschools of the town.

There is a need for re-examining perceptions around the values and purposes of education for
children with disabilities. It is important to see the education of children with disabilities in the
context of the nation’s educational goals and objectives as stated in national policy which is an
52
opportunity to start the disabled children coming to the school. Lastly the researcher learns a lot
of things on inclusive education implementation practices, special need learners’ challenges and
practices during the time of conducting the research, as a result I’m ready to facilitate and fully
engage in the progress of the program as a whole.

5.3.2. Recommendations
Based on the findings on the challenges and opportunities in implementing inclusive preschool
education for children with visual impairment: the case of Biruh Tesfa and Model number 2
schools in Debre Berhan town, the following are the main recommendations:-
 The school communities should construct special infrastructure for better inclusive
education practices.
 The schools should prepare a conference to raise the awareness of parents, visual students
and teachers toward visual impaired education. Parents need encouragement to believe in
the possible achievements of their child. Visual impaired students appear to be isolated
not only in schools but also in their visual family. Therefore, the school needs to work
closely with parents to discuss the types of support that should be given to visual
impaired students to facilitate their benefits at home and school level.
 The town educational office to recruit more high school graduate students for special
need education teachers training, preferably one in each province in order to eradicate the
issue of lack of teachers of special need education especially in preschools.
 Support services and special playing materials are urgent for minimizing the problems of
visual impaired children in relation to social play.
 The school needs to maintain primary concern to the blind child. Persons in the school
both who have direct contact with the child and those who have indirect contact should
interact with the child as well as with the parents in the effort to improve the blind child’s
social and emotional adjustments, and help parents develop optimistic view enhancing
teacher parent relationship. Parents should receive counseling services in order to
understand the situation and to develop their thoughts and confidence about the ability of
their child.
 All equipment available in the resource rooms should be in use to help visually impaired
students to acquire certain skills that would be helpful in their future life.
Teachers should be oriented when employed about the nature of visual impairment and

53
 the potentiality to be cultivated in visually impaired students so that they can have better
understanding to promote inclusion.
 Study has indicated that early intervention for visually impaired children can facilitate
their successful inclusion with their sighting peers. Hence, the government should
encourage the preschool provision of special education for visual impaired children at a
sufficient level. This may serve as a foundation to successful inclusion. In addition to
this, parents, teachers, school administrators, the community, NGOs, and government
officials have to work together to solve the problem of CWVI at their early critical
educational level (preschools) for their bright future.

Suggestion for Future Research

Since this study was purely an academic research conducted on the challenges and practices of
inclusive education at Debre Berhan town, Model Number 2 and Biruh Tesfa preschools only, it
would be important for future studies to have a more conclusive and reliable national perspective
of the challenges and practices encountered in the implementation of inclusive education in
preschools environment. This may assist in the education of children with disabilities found in all
town and rural preschools of the country.

54
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57
Appendices
DEBRE BERHAN UNIVERSITY

SCHOOL OF GRADUATE STUDIES MASTER’S THESIS ON

CHALLENGES AND OPPORTUNITIES IN IMPLEMENTING INCLUSIVE

PRESCHOOL EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENT: THE
CASE OF BIRUH TESFA & MODEL NUMBER 2 PRESCHOOLS IN DEBRE BERHAN
TOWN

Introduction

This interview guide is aimed at gathering information on Challenges and Opportunities in

Implementing Inclusive Preschool Education for Children with Visual Impairment: The case of
Biruh Tesfa & Model Number 2 Preschools in Debre Berhan. Thus, your genuine and accurate
response has a paramount importance for the quality of the study. Confidentiality is guaranteed,
so please answer the following questions openly and honestly.

I thank you in advance for your cooperation.

A. Interview questions for Preschool inclusive teachers

Teacher’s profile

Name______________ Sex________________Age_____________

Qualification Major

Trainings taken/skills

Grade level you teach

1. Have you ever taken training about how to teach and communicate children with visual
impairments? If yes, what knowledge did you get?

2. Do you give additional trainings for children with visual impairments? For others; like guards,
janitors?

58
3. Do you allow your students to play in-group with others? If yes, what problems you face in
group-play having children with visual impairments?

4. Do you give equal chances for children with visual impairments to participate in the classroom
and play activities? If not, why?

5. Do you think inclusive education brings tolerance, love and respect between sighted and visual
impaired children? If not, what behavioral problems are common for children with visual
impairments?

Thank you

A. Interview questions for Preschool Director

Qualification ________________ Sex___________________

The purpose of these interview questions will be for triangulation of datum obtained from visual
impaired children through observation and teachers.

1. Do you think children with visual impairments get adequate access to school services like
clinics, playing materials, resource rooms and skilled and trained professionals? If not, what is
the problem?

2. What problems do you face in relation to children with visual impairment during play with
their peers?

3. Do children with visual impairment participate in school activities? Which type of play they
enjoy most?

4. Do you think children with visual impairments have common behavioral problems? If yes,
what are the indicators?

Thank you

B. Focus group discussion points for preschool inclusive teachers

The aim of this focus group discussion is to strengthen the data obtained from respondents
through interview of preschool inclusive teachers.
1. Do you think the school is accessible in human and material resources to educate children with
visual impairments?

2. What challenges children with visual impairment faced most during play with others in the
school compound?

3. What kind of play they enjoy most? Do they participate in different activities like their visual
peers?

4. Do you think that students with visual impairments have behavioral problems such as
egocentricity, aggression, anxiety? If yes, what are the causes?

Thank you

A. Interview questions for parents of students with visual impairments

Name__________Sex____________Age______________

Educational Level_____________Job________________

1. What is your child relationship with you and the society?

2. What kind of play your child enjoys most at home?

3. What challenges do you face when you play and communicate with your child?

4. Do you think that your child has behavioral problems at home? If yes, what are the indicators?

5. What do you think about your child when you send him/her to Biruh Tesfa or Model Number
2 inclusive preschool?

6. Are you happy and positive when your child learns with the visual children?

7. What benefits did your child get when he/she learns with his/her peers?

8. What are the points that your child likes and dislikes from the school?
ደብረ ብርሃን ዩኒቨርሲቲ

ድህረ ምረቃ ት/ቤት

ለአይነ ስውራን ቅድመ መደበኛ ተማሪዎች በአካቶ ትምህርት የሚታዩ ችግሮችንና መልካም
አጋጣሚዎችን በተመለከተ የተደረገ ጥናት፡፡

መግቢያ

የዚህ ቃለ መጠይቅ ዋና አላማ አይነስውራን ተማሪዎች በአካቶ ትምህርት ዙሪያ

የሚያጋጥማቸውን ችግሮች ለመለየትና የመፍትሄ አቅጣጫ ለመጠቆም እና ያላቸውን ምቹ
አጋጣሚዎች ለመፈተሸና ለማመላከት የተደረገ ነው፡፡ የሚሰጡትን ቃለ መጠይቅ ሚስጥራዊነቱ
የተጠበቀ ይሆናል፡፡ ስለሆነም ትክክለኛ መልስዎን እንዲሰጡን በአክብሮት እንጠይቃለ፡፡ ስለ
ትብብርዎ በቅድሚያ እናመሰግናን፡፡

ሀ. ለመምህራን የቀረቡ የቃለ መጠይቅ ጥያቄዎች

የመምህሩ/ሯ ዝርዝር ሁኔታ

ስም _____________________________ ጾታ ___________ እድሜ _____________

የትም/ት ደረጃ __________ የተመረቁበት ዋና የትም/ት አይነት __________________

የተወሰደ ስልጠና (ሙያ) ____________________________

የሚያስተምሩበት ክፍል ______________________________

1. ከአይነ ስውራን ተማሪዎች ጋር ለመግባባትና ለማስተማር አስፈሊጊ ስልጠና ወስደዋል?

መልስዎ አዎ ከሆነ ምን አይነት ዕውቀት አግኝተዋል?

2. ስለ ልዩ ፍላጎትና አካቶ ትም/ት አስፈላጊነትና ባህይያትን በተመለከተ ለተማሪዎች፣

ጥበቃዎች፣ ፅዳት እና አስተዳደር ሰራተኞ ስልጠና ሰጥተው ያውቃሉ?

3. በትም/ት ቤቱ ውስጥ የአይነ ስውራን ተማሪዎችን ለማስተማር የሚያግዙ አስፈላጊ መርጃ

መሳሪያዎች አሉ? ካሉ ምን ምን አይነት ናቸው? ካልሆነስ ለምን?

3. ተማሪዎችዎን በቡድን እንዲጫወቱ ይፈቅዳሉ? አዎ ከሆነ ያጋጠመዎት ችግር አለ?

4. አይነ ስውራን ተማሪዎችን እንደሌሎች እኩል ያሳትፋሉ? ካልሆነ ለምን?

5. አካቶ ትምህርት በተማሪዎች መካከል መከባበር፣ ፍቅርና መቻቻል ይፈጥራል ብለው
ያስባሉ? ካልሆነ አይነ ስውራን ተማሪዎች የሚያሳዩት የባህሪ ችግር ካለ ይግለፁት፡፡

አመሰግናሁ፡፡

ለ. ለር/መምህሩ የቀረቡ የቃለ መጠይቅ ጥያቄዎች

የትም/ት ደረጃ ________________________ ጾታ ____________________

የዚህ ቃለ መጠይቅ ዋና አላማ ከሌሎች ተሳታፊዎች የተገኙ መረጃዎችን ለማመሳከርና

ለማጠናከር ነው፡፡

1. ለአይነ ስውራን ተማሪዎች የሚያስፈልጉል የትም/ት መርጃ ቁሳቁሶች እና የሰው ኃይል

የተሟላ ነው ብለው ያስባሉ? ካልሆነ ችግሩ ምንድን ነው?

2. ከአይነ ስውራን ተማሪዎች ጋር በተያያዘ ያጋጠመዎት ችግር ምንድን ነው?

3. አይነ ስውራን ተማሪዎች በክበባት እና ውድድሮች ላይ ያላቸውን ተሳትፎ ቢገልፁልኝ?

4. አይነ ስውራን ተማሪዎች የተለመደ የባህሪ ችግር አለባቸው ብለው ያስባሉ? ካለ

መገለጫዎቹን ቢገልፁልኝ፡፡

አመሰግናለሁ፡፡

ሐ. ለመምህራን የቀረቡ የቡድን መወያያ ነጥቦች፤

የዚህ የቡድን ውይይት ዋና ዓላማ ከመምህራን በቃለ መጠይቅ የተገኙ መረጃዎችን

ለማጠናከርና ለማመሳከር የሚያገለግሉ ናቸው፡፡

1. ትም/ቤቱ በሰው ሃይልና በቁሳቁስ አይነ ስውራን ተማሪዎችን ለማስተማር የተደራጀ ነው

ትላላችሁ? ከልሆነ ለምን?

2. ብዙ ጊዜ አይነ ስውራን ተማሪዎች የሚያጋጥሟቸው ችግሮች ምን ምን ናቸው?

3. አይነ ስውራን ተማሪዎች የሚያዘወትሩት ጨዋታ ምን አይነት ነው?

4. አይነ ስውራን ተማሪዎች የባህሪ ችግር አለባቸው ይላሉ? ለምሳሌ ግለኝነት፣ ብቸኝነት፣
መበሳጨት፣ ድብርት ወ.ዘ.ተ መልስዎ አዎ ከሆነ ምክንያታቸው ምንድን ነው ይላሉ?

አመሰግናሁ፡፡
መ. ለወላጆች የቀረቡ የቃለ መጠይቅ ጥያቄዎች

ስም ___________________________________ ጾታ ____________
እድሜ ______________

የትም/ት ደረጃ _____________ ሥራ ____________________________

1. ልጅዎ ከርስዎና ከአካባቢው ማህበረሰብ ጋር ያለው ግንኙነት ምን ይመስላል?

2. ልጅዎ በቤት ውስጥ የሚያዘወትረው ጨዋታ ምን አይነት ነው?

3. ልጅዎ የባህሪ ችግር አለበት? መገለጫዎቹ ምንድን ናቸው?

4. ወደ አካቶ ትም/ቤት ልጅዎን ሲልኩ ምን ተሰማዎት?

5. ለልጅዎ መማር ምን ምን ምቹ ሁኔታዎችና አጋጣሚዎች አሉ ብለው ያስባሉ?

6. ለልጅዎ ምን ምን አይነቶች የትም/ት መርጃ ግብአቶችን አሟልተውለታል?

6. ልጅዎ ማየት ከሚችሉ ተማሪዎች ጋር በመማሩ ደስተኛ ነዎት?

7. ልጅዎ ከሌሎች ማየት ከሚችሉ ተማሪዎች ጋር በመማሩ ያገኘው ጥቅም ምንድን ነው

ይላሉ?

8. ልጅዎ ከትም/ቤቱ የሚወደውና የሚጠላውን ነገር ቢገልፁልኝ?

አመሰግናለሁ፡፡

ሰ. ለጥናቱ መረጃ የመሰብሰቢያ ነጥቦች

1. የትም/ት ቤቱን የግንባታ ሁኔታና የመማሪያ ክፍሎቹን መመልከት፡፡ The physical

appearance of the building where learning takes place.

(ሀ) ¨<ߨ<” T¾ƒ

(ለ) ውስጡን መመልከት

(ሐ) አጠቃላይ ከባቢውን ማየት

2. The nature of learning taking place in classes.

(a) Type of the learners found in classrooms.

(b) Nature of the teachers.

(c) Availability of learning and teaching materials.

(d) Learner -Teacher relationship

WORK PLAN FOR THE THESIS ON CHALLENGES AND OPPORTUNITIES IN

IMPLEMENTING INCLUSIVE PRESCHOOL EDUCATION FOR CHILDREN WITH

VISUAL IMPAIRMENT: THE CASE OF BIRUH TESFA & MODEL NUMBER 2

PRESCHOOLS IN DEBRE BERHAN TOWN

Procedure

A. Schedule

No. Activity Starts Ends

1 Revising , Defending and Finalizing the Proposal March 10/2019 March 25/2019

Designing and Testing Instruments for Data

2 March 27/2019 April 3/2019
Collection

3 Collecting Data April 5/2019 April 30/2019

4 Processing and Finalizing Data May 2/2019 May 31/2019

5 Writing the Thesis June 3/2019 June 17/2019

6 Revising and Editing June 20/2019 June 26/2019

7 Submitting Thesis for Defense June 28/2019 June 30/2019

8 Revising and Editing after Defense July 1/2019 July 5/2019

9 Submitting Final Bound Thesis July 6/2019 July 8/2019

B. Budget

Description Cost

Stationary Material 4,260.00

Service Charge 6,800.00

Per Dime 6,500.00

Transport Cost 2,450.00

Total Cost 17,010 .00

Contingency (10%) 1,701.00

Grand Total 21,711.00