This study was aimed at investigating the implementation of inclusive education in two private kindergartens in Tabor Sub-city, Hawassa City Administration. Early inclusion and intervention has the greatest impact on child’s learning and development. Conducting research on this kind of issue is expected to have a significant role providing insights to improve the practice. Factors that hinder proper implementation of inclusive education in selected private kindergartens had been investigated across this research. To find solution for the problem stated above, all participants who were believed to give rich information were purposively selected. Qualitative research method specifically phenomenological approach was employed and all necessary studies conducted before were critically reviewed. There were about twenty eight key informants involved in the study. They were six children with disabilities, two kindergarten principals, twelve teachers/assistants, six parents and two officers from the centers. Document analysis, semi-structured interview, participant observation and focus group discussion were data gathering tools employed. All raw data were transcribed and narrated in to meaningful report. Even though both kindergartens claim that they are inclusive, finding shows that they are not inclusive. Neither physical nor social environment of both kindergartens was accessible for children with disabilities. Absence of trained manpower, lack of knowledge with regard to inclusion of children with special needs and negative attitude of the parents were factors hindering the implementation of inclusive education in the kindergartens. Findings imply that teachers, principals and parents need awareness raising training, and private kindergartens have to assign special need education teachers so as to promote inclusion of children with disabilities.
Table of Contents
Chapter One
1. Introduction
1.1. Background of the Study
1.2. Statement of the Problem
1.3. Objectives of the Study
1.3.1. General Objective
1.3.2. Specific Objectives
1.4. Significance of the Study
1.5. Scope of the Study
1.6. Theoretical and Conceptual Framework
1.7. Operational Definition of Terminologies
1.8. Limitation of the Study
1.9. Organization of the Paper
Chapter Two
2. Review of the Related Literature
2.1. Definition of Early Childhood Inclusion
2.2. Rational for Inclusive Early Childhood Care and Education
2.2.1. Human Right & Moral/Ethical Justification
2.2.2. Brain Development
2.2.3. Social Equity and Reducing Early Disadvantage
2.2.4. Economic Justification
2.3. Inclusion in Education
2.4. Historical Development of Early Childhood Inclusive Education
2.5. Elements of Inclusive Education
2.5.1. Environment, Engagement and Inclusion
2.5.2. Communication and Technology Support
2.5.3. Behavioral Support and Social Skills
2.6. Benefits of Early Childhood Inclusion and Intervention
2.6.1. Academic and Social Benefits to Children with Disability
2.6.2. Academic and Social Benefits to Children without Disability
2.6.3. Benefits to Teachers
2.6.4. Benefits to Parents
2.7. Features of Inclusive Kindergartens
2.8. Factors Hindering Implementation of Childhood Inclusive Education
2.8.1. Lack of Teacher Training
2.8.2. Lack of Support Staff
2.8.3. Social Pressure
2.8.4. Lack of Staff Collaboration
2.8.5. Perceptions and Attitudes toward Inclusion
2.9. Policy Issues in Inclusive Early Childhood Education
2.9.1. International Declarations and Conventions
2.9.2. National Guidelines and Strategies
2.10. Roles of Stakeholders to Implement Inclusive Education
2.10.1. Role of Administrators
2.10.2. Role of Teachers
2.10.3. Parental Role in Implementation of Inclusive Education
Chapter Three
3. Research Methodology
3.1. Research Method
3.2. Research Design
3.3. Key Informants
3.4. Sampling Procedures
3.5. Tools of Data Collection
3.5.1. Participant Observation
3.5.2. Semi-Structured Interview
3.5.3. Focus Group Discussion
3.5.4. Document Analysis
3.6. Reliability and Validity
3.7. Data Collection Procedure
3.8. Method of Data Analysis and Interpretation
3.9. Ethical Considerations
Chapter Four
4. Data Analysis and Interpretation
4.1. Key Informants Demographic Information
4.2. RQ1: Status of implementation of Inclusive Education in two KGs
4.3. RQ2: Challenges faced in the process of implementing IE
4.3.1. Factors Related to Training
4.3.2. Awareness Related Barriers
4.3.3. Factors Related to Material Availability
4.3.4. Attempts Made to Alleviate the Problem
4.4. RQ 3: Role of Stakeholders in the Implementation of IECCE
4.4.1. Government Collaboration
4.4.2. Parent Collaboration
Chapter Five
5. Discussion of Major Findings
Chapter Six
6. Summary, Conclusion and Implications
6.1. Summary
6.2. Conclusion
6.3. Implications for the Further Action
Research Objectives and Themes
This study aims to investigate the current status of inclusive education implementation within two private kindergartens in the Tabor Sub-city of Hawassa City Administration. The research seeks to identify existing challenges and examine how stakeholders perceive their roles in promoting an inclusive environment for young children with and without disabilities.
- Analysis of the current inclusive education practices and their effectiveness in private kindergarten settings.
- Identification of barriers related to teacher training, infrastructure, and material accessibility.
- Exploration of stakeholder roles, including school administrators, teachers, parents, and government officials.
- Evaluation of the awareness levels regarding disability and inclusive pedagogy among kindergarten staff and parents.
- Development of recommendations to improve inclusive practices and support for children with special needs.
Excerpt from the Book
1.1. Background of the Study
UNESCO, (2014) states that early childhood is the period from prenatal development to eight years of life. It is a crucial phase of growth and development because experiences during early childhood can influence outcomes across the entire course of an individual’s life. For all children, early childhood provides an important window of opportunity to prepare the foundation for life-long learning and participation, while preventing potential delays in development and disabilities. For children who experience disability, it is a vital time to ensure access to interventions which can help them reach their full potential.
Early intervention and education for children with disabilities can have a positive impact on a child’s cognitive and social development. Inclusion for early childhood programs supports the right of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are such as home, preschool, kindergarten, community, school classroom, child care center, place of worship, recreational space, and other settings that young children and families enjoy (Raver, S.A., 2009).
According to Neaum, S and Tallack, J. (2000), the young child’s active participation should be guided by developmentally and individually appropriate curriculum. Access to and participation in age appropriate general curriculum becomes central to the identification and provision of specialized support services. High quality early childhood programs form the foundation for high quality inclusive programs from which all children benefit.
Despite being more vulnerable to developmental risks, young children with disabilities are often overlooked in mainstream programs and services designed to ensure child development. They also receive the specific supports required to meet their rights and needs. If children with disabilities and their families are not provided with timely and appropriate early intervention, support and protection, their difficulties can become more severe often leading to lifetime consequences, increased poverty and profound exclusion. Successful practice of inclusive care and education is characterized by presence, participation and achievement of young children with special needs in the same setting (Neaum, S. and Tallack, J. 2000).
Summary of Chapters
Chapter One: Introduces the study, providing the background, research objectives, and the significance of inclusive education in early childhood.
Chapter Two: Reviews literature on inclusive education, including global policies, benefits of inclusion, and factors that facilitate or hinder its implementation.
Chapter Three: Details the research methodology, highlighting the use of a qualitative phenomenological approach and various data collection tools like observation and interviews.
Chapter Four: Analyzes the data collected from the two selected kindergartens regarding the current status, challenges, and stakeholder participation.
Chapter Five: Discusses the major findings of the research in relation to the reviewed literature and specific observations.
Chapter Six: Provides a summary of the entire research, draws conclusions, and outlines implications for future actions and policy improvements.
Keywords
Inclusive Education, Early Childhood, Private Kindergarten, Special Needs, Disabilities, Ethiopia, Hawassa, Inclusion, Stakeholder Participation, Teacher Training, Accessibility, Educational Policy, Social Equity, Early Intervention, Qualitative Research
Frequently Asked Questions
What is the core focus of this research study?
The study investigates the current implementation of inclusive education practices in two private kindergartens located in Tabor Sub-city, Hawassa City Administration.
What are the primary themes addressed in the work?
Key themes include the state of inclusion, challenges faced by educators, the role of stakeholders, accessibility, and the importance of teacher training in an inclusive environment.
What is the primary objective of this thesis?
The goal is to assess the status of inclusive practices, identify hindering factors, examine accessibility for children with special needs, and explore stakeholder perspectives on their roles.
Which research methodology was utilized?
The author employed a qualitative research method, specifically a phenomenological approach, using observation, semi-structured interviews, focus group discussions, and document analysis.
What does the main body of the work cover?
It provides a comprehensive literature review, describes the research methodology, analyzes the empirical data from the selected kindergartens, and discusses the findings against the backdrop of global inclusion standards.
How can this research be characterized using keywords?
The research is characterized by terms such as Inclusive Education, Early Childhood, Private Kindergarten, Special Needs, Disabilities, and Stakeholder Participation.
What is the conclusion regarding physical accessibility in the studied kindergartens?
The study concludes that both kindergartens lack the necessary physical and social accessibility features, such as ramps and adapted play materials, required to properly accommodate children with disabilities.
How do stakeholders perceive their roles in inclusive education according to the findings?
Stakeholders, including teachers and administrators, often express a lack of awareness and formal training, viewing inclusive education as challenging and sometimes perceiving it as outside their current scope of responsibility.
- Citation du texte
- Dereje Dakamo (Auteur), 2018, Inclusive Education Practice of Two Private Kindergartens in Tabor Sub-city, Hawassa City Administration, Munich, GRIN Verlag, https://www.grin.com/document/520310
