EDUCATIONAL LEADERS’ REFLECTION ON INCLUSIVE EDUCATION POLICY - THE CASE OF ADDIS ABABA INCLUSIVE EDUCATION RESOURCE CENTERS

Oct 15, 2026

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The study assesses educational leaders’ awareness of global, regional, and national inclusive education legal frameworks that guide implementation in Addis Ababa inclusive schools (resource centers). A qualitative case-study design was used, using interviews and document review. Fifteen leaders from the Ministry of Education, principals, teachers, and itinerant teachers participated. Findings show favorable perceived policy and legal environments, yet leaders’ awareness varies, with Ministry and itinerant teachers stronger than principals and teachers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

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Abstract

Background

Review of the Literature

EDUCATIONAL LEADERS’ REFLECTION ON INCLUSIVE EDUCATION POLICY IN ETHIOPIA: THE CASE OF ADDIS ABABA INCLUSIVE EDUCATION RESOURCE CENTERS ABEBAYEHU DESALEGN LOJAMO Wolkite University, Ethiopia DEMOZE DEGEFA ALEMU Addis Ababa University, Ethiopia ABSTRACT The purpose of this study was to assess the awareness of educational leaders on global, regional and national inclusive education legal frameworks that guide the implementation of inclusive education in inclusive schools (resource centers) of Addis Ababa. A qualitative approach with a case study design was used. Data were collected through interviews of research participants and review of current available inclusive education documents. Fifteen educational leaders from the Ministry of Education, school principals, teachers and itinerant teachers participated in the study. The participants were asked about their awareness of global, regional and national inclusive education legal frameworks. The findings showed that the participants perceived favorable policy and legal environments for adopting inclusive education. However, educational leaders administrating inclusive education have varying levels of awareness and understanding of the legal frameworks. Leaders at the Ministry of Education and itinerant teachers had relatively better awareness than school principals and teachers about the legal frameworks. That could be attributed to the educational qualifications and training of the itinerant teachers and the Ministry ofEducation experts. Therefore, professional development for increasing the awareness of the principals and the teachers on inclusive education policies is needed because their awareness determines the successful implementation of inclusive education. BACKGROUND Inclusive education refers to an approach that ensures all children, regardless of their abilities, disabilities, or backgrounds, are provided with equal opportunities to participate in mainstream educational settings. It emphasizes the removal of barriers to learning and participation, advocating for a system where diversity in the classroom is embraced. According to UNESCO (2005), inclusive education is not only about providing access to education but also ensuring that it is meaningful, equitable, and flexible enough to meet the needs of all learners. The idea behind inclusive education is rooted in the belief that every student has the right to an education that allows them to develop their potential to the fullest (Ainscow & Sandill, 2010) . The importance of having a well-defined legal framework to guide inclusive education is crucial. Global, regional, and national legal frameworks provide a structured approach to ensuring that inclusive education is implemented effectively. At the global level, documents such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (2006) emphasize the right of individuals with disabilities to access quality education in inclusive settings. Similarly, regional frameworks, such as the African Union’s policy on inclusive education, advocate for educational practices that cater to the diverse needs of students across the continent. National policies, including Ethiopia’s Education and Training Policy and the National Special Needs Education Strategy (Ministry of Education, 2010), provide localized guidelines that directly influence the practice of inclusive education in schools. Educational Planning | Summer 2025 117 Vol. 32, No. 3 The benefits of understanding inclusive education policies are immense. Educational leaders who are aware of these policies are better equipped to create and implement strategies that promote inclusion in their schools. They are able to advocate for resources, design appropriate curricula, and ensure that teachers receive the necessary professional development (Sharma et al., 2018). Moreover, understanding these frameworks allows educational leaders to align their practices with both natio

FAQs

What was the main purpose of the study?

To assess educational leaders’ awareness of inclusive education legal frameworks that guide implementation in Addis Ababa inclusive schools (resource centers).

How was the data collected?

Through interviews with study participants and a review of existing inclusive education documents.

Which groups showed relatively better awareness of the legal frameworks?

Leaders at the Ministry of Education and itinerant teachers had relatively better awareness than school principals and teachers.

Oct 15, 2026

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