Barriers to Inclusive Education: A Sociological Evaluation of Special Needs Education Service Delivery in Primary Schools in South West Ethiopia

The study aimed to evaluate the state of service delivery for students with special needs in public primary schools within Bench-Sheko Zone, Southwest Ethiopia, through the lens of Inclusion Theory. The research utilized a concurrent mixed-methods design, combining quantitative and qualitative data to provide a holistic view of the issue. The findings revealed that while the placement of students with special needs in schools is relatively adequate, significant challenges remain in other critical areas that underpin inclusive education. These challenges, which threaten the fundamental right of students to an inclusive education, span across the dimensions of access, acceptance, adapted curriculum, adapted teaching and assessment, as well as leadership and support structures. Issues such as physical inaccessibility within school facilities, the lack of individualized lesson plans and assessments tailored to the diverse abilities of students, ongoing budgetary constraints, and the inefficient use of available resources emerged as key barriers. Furthermore, the study revealed a limited commitment from local educational authorities to fully embrace and implement inclusive practices. The study underscores the urgent need for systemic reforms that align with inclusive educational principles to ensure equitable access for all learners, regardless of their abilities and in line with the ideals of Inclusion Theory.