Teachers' Perceptions on Fostering Inclusive School Culture for Students with Disabilities

Abstract

Despite ongoing efforts to promote inclusive education in Ethiopia, fostering a culture of inclusivity for students with disabilities (SWDs) in primary schools remains a significant challenge. This study examined the level of inclusivity of school culture for SWDs in Addis Ababa, as perceived by teachers. Utilizing a sequential explanatory mixed-methods design, data were collected through a survey questionnaire and focus group discussions (FGD). A proportional sample of 324 teachers from primary schools participated in the survey, while 72 teachers were purposefully selected for the FGDs. Results indicated a significant gap in the sense of school community-building efforts to support the inclusion of SWDs (M = 2.889, SD = 0.3099, t = -6.437, p <.050), despite an encouraging foundation in establishing inclusive values (M = 3.065, SD =.2685, t = 4.386, p <.050). Overall, teachers’ perception of fostering inclusive school culture (ISC) for students with mild impairments was moderate (M = 2.977, SD = 0.2298, t = -1.777, p =.077). However, a significant challenge persists in fostering ISC for all students, particularly those with moderate and severe impairments. The results of the FGDs corroborated this finding. These findings underscore the critical role of school community engagement in fostering ISC for all students, particularly those with moderate and severe impairments. Policymakers and stakeholders must prioritize initiatives that strengthen the creation of inclusive school cultures that support inclusive practices for all students.