Abstract:
Each child is entitled to an education in an environment tailored to their specific needs. This
study determines students’ and teachers’ levels of knowledge, attitudes, and policy
implementation on inclusive education in secondary schools. In addition, the investigation
identifies and pinpoints the barriers to inclusive education implementation in secondary
schools in the Awi administrative zone, Amhara region, Ethiopia. A sequential explanatory
mixed methods approach was employed to perform the study. Three variables of knowledge,
attitude, and policy implementation in inclusive education were measured via a
questionnaire, which was used to gather quantitative data. Supplementary information was
collected through interviews, observations, and document analysis for qualitative data. Three
secondary schools that corresponded to these six teachers and six principals were selected
for interviews using the purposive sample approach. A total of 12 have been involved, four (2
principals and teachers) in each school. Likewise, teachers (N= 186) and students (N= 1001)
were chosen using a basic random sample approach for quantitative data collection. To
analyse quantitative data, descriptive and inferential statistics were used. This was
manipulated using SPSS version 25 software. Based on the findings of the quantitative data
independent t-test, female student groups performed better than male student groups across
both variables in terms of inclusive education knowledge and attitude. However, when
implementing inclusive education policies, men are more competent than women. Regarding
teachers’ knowledge, attitudes, and policy implementations related to inclusive education, the
results of the independent t-test indicate that there was no significant difference in teacher
sex in the other scenario. Similar to this, the one-way ANOVA result demonstrates that the
class size of students (30–40, 41–50, and above 50) and the teaching experience of teachers
(1–10, 11–20, and above 21 years) have no significant difference in the implementation of
inclusive education in secondary schools. The qualitative findings revealed barriers to and
challenges to the implementation of inclusive education in secondary schools. Among these
challenges, lack of training, budget allocation problems, low commitment for the field,
principals, teachers, and parents’ attitudinal problems, government body political intention,
and principals’ flying reports were the major challenges. Generally, this study found the
issues of political will deficiency, infrastructure weakness, and preparedness deficiency. This
implies and recommends that in-service and pre-service training should be given a lot of
emphasis and that teachers need to be conversant in inclusive approaches. The realization
that education is more inclusive if governments pay more attention to how and where
resources and policies are targeted and implemented. This is complemented by the concept
that there is much work to be done in educating parents about the rights and responsibilities
of children with disabilities. These data pillars can be used to design targeted projects to
promote inclusive education adoption in secondary schools across the country.
