FACTORS INFLUENCING IMPLEMENTATION OF INCLUSIVE EDUCATION IN SECONDARY SCHOOLS OF TIGRAY IN ETHIOPIA

ABSTRACT This study examined the factors affecting the implementation of inclusive education in secondary schools in Wukro town, Tigray, Ethiopia. Although Ethiopia has adopted policies that promote inclusive education, effective implementation remains limited. Students with disabilities continue to face barriers that restrict their participation and learning. The study used an explanatory sequential mixed-methods design. Quantitative data were collected through questionnaires from 60 teachers and 60 students with disabilities, while qualitative data were gathered through interviews with four principals, four vice principals, and four guidance counselors. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through thematic analysis. The findings identified several barriers to inclusive education. Negative attitudes toward students with disabilities, inadequate teacher training, limited knowledge of inclusive teaching strategies, and inflexible assessment methods reduced meaningful participation. Schools also lacked accessible infrastructure, including ramps, adapted toilets, assistive devices, and specialized learning materials. Other challenges included overcrowded classrooms, insufficient funding, weak leadership support, and limited collaboration among stakeholders. The study concluded that teacher, institutional, instructional, and environmental factors significantly hinder inclusive education. It recommends strengthening teacher training, improving school accessibility, adapting teaching and assessment practices, increasing resource allocation, and promoting stronger stakeholder collaboration to ensure equitable, high-quality education for students with disabilities in Tigray, Ethiopia. KEYWORDS: Ethiopia; Secondary School; Inclusive Education; Policy Study