Integrative position of parents and school community in education of children with disabilities: The case of selected institutions in Ethiopia

Issues of professional roles have been overlooked in developing countries, including Ethiopia. Due to this fact, the present study was undertaken to investigate the integrative positions and capabilities of parents and professionals in relation to the education policy statements of children with disabilities. The subjects of this study were purposefully selected from eight schools (six high schools & two colleges); experts of zone Education Office and Bureau. The instruments employed to collect data were interview, FGD and observations. The finding of the study disclosed that there was role confusion among professionals concerning their areas of expertise. Professionals were reluctant or have poor awareness concerning education of students/children with disabilities. Certified professionals were misplaced and most assigned experts were unfamiliar to the field. Lack of specific policy and laws that states responsibilities of teachers at school level were not communicated to institutions and offices that in turn hampers the education of these children. Special education teachers were regarded as the only responsible professionals in the education of children with disabilities in all areas. Hence, there is a need for a clear communication of available education guide at MoE that uncover the integrative roles and responsibilities of professionals in the education including their participation in curriculum planning, educational decision making, and placement of children with disabilities in the regions/country. Empowering, training and counseling parents, conducting further researches on the educational intervention were some suggested ways to further assist education of children/students with disabilities.