Inclusion of Students with Disabilities in Formal Vocational Education Programs in EthiopiaReport as inadecuate




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International Journal of Special Education, v30 n2 p57-67 2015

In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with disabilities in vocational education programs in Ethiopia. Data for the study were gathered from the five biggest regions out of the 11 in the country by selecting two colleges of technical and vocational education from each region. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaire. In addition, 30 regional and college-level administrators were interviewed. Finally, all 10 colleges were evaluated through direct observation in terms of the accessibility of their physical environments. The results revealed significant barriers that limited full participation of students with disabilities, such as lack of adaptive educational materials and facilities, lack of trained trainers, and systematic exclusion of students with disabilities. The results are discussed with a focus on the need for continued improvement of vocational and technical education considering international and national strategies that endorse the rights of people with disabilities.

Descriptors: Foreign Countries, Disabilities, Access to Education, Vocational Education, Technical Institutes, Questionnaires, Observation, Barriers, Student Participation, Interviews, Administrator Attitudes, Student Attitudes, Teacher Attitudes, Educational Environment

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com





Author: Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2757&id=EJ1094820







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