Teacher's attitude towards inclusion of children with disabilities into their classrooms of Amhara regional state of Ethiopia
Teacher's attitude towards inclusion of children with disabilities into their classrooms of Amhara regional state of Ethiopia

Summary/Abstract: The purpose of this study was to investigate teachers’ attitude towards integration of students with disabilities from gender, experience and level of qualification perspectives. To do this, a total of 100 primary school teachers from five towns of Amhara regional state participated in the study. A questionnaire developed by the researcher was used to investigate the situation. To triangulate the data, 5 students with disabilities were also interviewed using semi-structured interviews. The findings have been discussed in the light of previous research and links between the sex, age and level of qualification of general education teachers and their negative attitudes towards integration were explored. Subsequently, the result indicated more than 70% of the teachers had a negative attitude towards integration. Though slight, female and novice teachers favor integration more than their male and experienced counterparts. However, the level of teachers’ qualifications had minimal impact on attitudes to integration except a very slight difference that the highly qualified inclined positively towards integration.

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