| Abstract: | This study investigates the Inclusive Education (IE) implementation for individuals with
intellectual disabilities within the Ethiopian Ministry of Education. It explores the perceptions of
ministry officials on IE conceptualization, the effectiveness of current practices, resource
allocation, assessment mechanisms, and the challenges faced. A mixed-methods approach with a
thematic analysis of interviews and survey questionnaires data from 19 experts reveals insufficient
understanding of intellectual disabilities, hindered by a lack of resources, trained personnel, and
consistent data. These challenges result in the insufficient integration of students with intellectual
disabilities and call for the establishment of clear policies, dedicated funding, enhanced training,
legislative support, and the establishment of Inclusive Education Resource Centers. The survey
highlighted that 87 percent of the participants have clear understanding about what inclusive
education is but a lesser degree of understanding for what intellectual disability learning is.
Based on the participant responses 87% of participants disagree with sufficient resources are
allocated for inclusive education for students with intellectual disabilities statement. As a result
100% of participants agreed on Inclusive education project implementations faced more
challenges compared with other projects. According to the study result 93% of participants
strongly agreed on there is a need to improve the implementation of IE for people with intellectual
disabilities. To accomplish the research work, phenomenology as an approach, judgmental
sampling, and structured interview as instrument and phenomenological interpretation as method
of analysis used. The conclusions stress that political commitment and structural improvements
are critical for building capacity and fostering successful inclusion. Recommendations from the
study include the need for establishing clear guidelines and policies specifically addressing the
challenges faced by children with Intellectual Disabilities. Enhancing political commitment,
funding, and capacity-building initiatives, such as the establishment of Inclusive Education
Resource Centers, are critical to improving the situation. |
