Stakeholders’ experiences in the implementation of inclusive education in Addis Ababa, Ethiopian secondary schools

Abstract

Ethiopia has faced challenges in achieving Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education for all. In response, the country is increasingly adopting an inclusive education system as a strategy to meet this goal. However, many learners with disabilities remain unsupported by regular classroom teachers in inclusive secondary school settings. This study was conducted in regular secondary schools in Addis Ababa, Ethiopia, with the primary aim of exploring stakeholders' experiences in implementing inclusive education at the secondary level. The study was grounded in the social constructivist learning theory and employed an interpretive research paradigm, recognizing that educational realities are socially constructed and context-dependent. A qualitative research approach was adopted, using a descriptive case study design to provide in-depth insights. A total of 32 participants were selected through maximum variation, critical case and expert purposive sampling techniques. Participants included school teachers, principals, special needs teachers and officials, university lecturers, and learners with disabilities. Data were primarily collected through semi-structured interviews. To ensure triangulation and enrich the data, document analysis and non-participant classroom observations were also conducted. Thematic data analysis followed Braun and Clarke’s (2006) model, allowing for the identification of key patterns across the data. Findings indicated several barriers to effective inclusive education implementation, including limited teacher training and commitment, weak management structures, a shortage of specialized staff, inflexible curricula, and policy gaps. Based on these findings, the study recommends targeted actions for the Ministry of Education, universities, special needs professionals, and school teachers. These include strengthening pre-service and in-service teacher training, improving policy implementation, and enhancing institutional support systems to foster inclusive education practices in secondary schools.