Inclusive education for children with developmental disabilities in Ethiopia: stakeholder views on benefits, disadvantages and priorities for action

Burningham, Olivia, Chen, Amanda, Genovesi, Elisa, Belay, Winini, Ahmed, Ikram, Ayele, Moges, Girma, Fikirte, Lakew, Liya Tesfaye, Hanlon, Charlotte and Hoekstra, Rosa A. (2024) Inclusive education for children with developmental disabilities in Ethiopia: stakeholder views on benefits, disadvantages and priorities for action. Journal of Autism and Developmental Disorders. ISSN 0162-3257

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Abstract

Children with developmental disabilities (DD) including intellectual disability and autism, experience exclusion from social life and education in Ethiopia. Including children with DD in mainstream inclusive classes has potential to expand access to education and uphold their right to learn alongside typically developing peers. However, inadequate support in inclusive settings can hinder their participation and educational achievement. This study explores the perspectives of stakeholders on the ways in which inclusive education can support the needs or exacerbate the challenges of children with DD in Addis Ababa, Ethiopia, and on recommendations to address the challenges. Thirty-nine participants with expertise or experience relevant to children with DD, including caregivers, educators, clinicians and other experts, took part in semi-structured interviews. Their responses were analysed using thematic template analysis. The themes developed identify four aspects which are most relevant to the potential positive and negative consequences of inclusive education for children with DD: learning and development, peer relationships, safety in school and inclusion in society. The themes encompass sub-themes of positive and negative consequences, and suggested improvements to facilitate positive effects. Identified priorities for action include enhanced teacher training, awareness-raising initiatives, tailoring infrastructure and manpower to safeguard children with DD and promoting government focus on successful inclusion. These recommendations can be implemented to facilitate well-structured inclusive education, where children with DD are supported to participate alongside typically developing peers, as well as to safeguard against the potential negative consequences of inclusion, paying sufficient attention to the distinctive needs of children with DD.

Item Type:	Article
Additional Information:	© 2024 The Author(s)
Divisions:	LSE
Subjects:	B Philosophy. Psychology. Religion > BF Psychology R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services L Education
Date Deposited:	14 Oct 2024 10:06
Last Modified:	12 Dec 2024 04:31
URI:	http://eprints.lse.ac.uk/id/eprint/125710

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