Attitudinal Experiences in Implementing Inclusive Education: A phenomenological Study on Special Education Teachers of Regular Primary Schools at Sebeta Town in Ethiopia

Abstract

The aim of this study is to investigate the meaning of attitudinal experiences of implementation of inclusive education on six special education teachers teaching in the ordinary classrooms of two regular primary schools at Sebeta Town in Oromia Region. It is a phenomenological hermeneutic qualitative research design. Semi-structured interviews were used to collect data.  Teachers who are licensed in both regular and special needs education (SNE) teaching professions were selected purposively. Thematic analysis was employed and four themes emerged. The major findings show that all teachers have strongly believed in teaching of all children in the ordinary classrooms. Attitudes in its collective sense and the cognitive and affective domains for all teachers have been positive but for the behavioral domains negative attitude is also present. The teachers had better positive attitudes during teacher education than during teaching. The positive attitudes of teachers declined in the schools by negative factors. Special needs and inclusive education (SNIE) courses had played the most important roles in developing positive attitudes during teacher education. But the negative attitudes towards SNIE from school principals and educational administrators had major contributions in reducing the positive attitudes of teachers during teaching. The readiness of SNE teachers to implement IE when teaching the subjects independently in ordinary classrooms is too weak. Barriers affecting negatively the positive attitudes of the teachers need to be alleviated by the stakeholders. Attitudinal training should be designed focusing on their three levels by giving due attention to its behavioral level.