ArticleAfrican journal of disability2025
Collaboration for the inclusion of students with disabilities in education in Gondar, Ethiopia.
Article in African journal of disability, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion. Objectives: This study explored stakeholders' strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia. Method: This study used key informant interviews to collect detailed information on education stakeholders' collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools. Results: This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability. Conclusion: This study concluded that persistent instability and conflict hindered stakeholders' collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education. Contribution: This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity.
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