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Original Research
Collaboration for the inclusion of students with disabilities in education in Gondar, Ethiopia
Submitted: 27 August 2024 | Published: 10 March 2025
About the author(s)
Mikyas Abera, Department of Sociology, College of Social Sciences and Humanities, University of Gondar, Gondar, EthiopiaGrace L. Francis, Division of Special Education and Disability Research, College of Education and Human Development, George Mason University, Virginia, United States
Ansha N. Ahmed, Department of Preventive Medicine, School of Public Health, Addis Ababa University, Addis Ababa, Ethiopia; and Department of Rehabilitation Science, School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
Solomon Dawud, Department of English Language and Literature, College of Social Sciences and Humanities, University of Gondar, Gondar, Ethiopia
Mohammedsani Ali, Department of Sociology, College of Social Sciences and Humanities, University of Gondar, Gondar, Ethiopia
Gebrekidan Shibabaw, Department of Law, Faculty of Law, University of Gondar, Gondar, Ethiopia
Bilen M. Araya, Department of Rehabilitation Science, School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada; and Department of Clinical Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
Shana J. Haines, Department of Education, College of Education and Social Services, University of Vermont, Vermont, United States
Heather M. Aldersey, Department of Rehabilitation Science, School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
Abstract
Background: In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion.
Objectives: This study explored stakeholders’ strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia.
Method: This study used key informant interviews to collect detailed information on education stakeholders’ collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools.
Results: This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability.
Conclusion: This study concluded that persistent instability and conflict hindered stakeholders’ collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education.
Contribution: This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity.
Keywords
Sustainable Development Goal
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