Relevant bibliographies by topics / Inclusive education – Ethiopia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Inclusive education – Ethiopia'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Inclusive education – Ethiopia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Inclusive education – Ethiopia"

1

Temesgen, Zelalem. "EXPLORING GOVERNMENTAL COMMITMENT TO EXECUTE INCLUSIVE EDUCATION IN ETHIOPIA." Research in Pedagogy 8, no. 2 (December 31, 2018): 226–39. http://dx.doi.org/10.17810/2015.86.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Šiška, Jan, Yirgashewa Bekele, Julie Beadle-Brown, and Jan Záhořík. "Role of resource centres in facilitating inclusive education: experience from Ethiopia." Disability & Society 35, no. 5 (August 21, 2019): 811–30. http://dx.doi.org/10.1080/09687599.2019.1649120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ludago, Tesfaye Basha. "Practices, Challenges and Opportunities of Inclusive Education Implementation in Kambata Tambaro Zone, Ethiopia." OALib 07, no. 02 (2020): 1–29. http://dx.doi.org/10.4236/oalib.1105989.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lola Dano, Jaffer, and Aminu Jibril Arfasa. "Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (January 17, 2020): 184. http://dx.doi.org/10.18415/ijmmu.v7i1.1348.

Full text
Abstract:
The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample. To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.
APA, Harvard, Vancouver, ISO, and other styles
5

Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.

Full text
Abstract:
The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.
APA, Harvard, Vancouver, ISO, and other styles
6

Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.

Full text
Abstract:
The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
APA, Harvard, Vancouver, ISO, and other styles
7

Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.

Full text
Abstract:
The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
APA, Harvard, Vancouver, ISO, and other styles
8

Geleta, Alemayehu Dugassa. "School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia." International Journal of Technology and Inclusive Education 8, no. 1 (June 30, 2019): 1364–72. http://dx.doi.org/10.20533/ijtie.2047.0533.2019.0166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Abera, Tadesse, and Dawit Negassa. "Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 1. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.1.

Full text
Abstract:
The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.
APA, Harvard, Vancouver, ISO, and other styles
10

Banati, Prerna, Nicola Jones, and Sally Youssef. "Intersecting Vulnerabilities: The Impacts of COVID-19 on the Psycho-emotional Lives of Young People in Low- and Middle-Income Countries." European Journal of Development Research 32, no. 5 (November 9, 2020): 1613–38. http://dx.doi.org/10.1057/s41287-020-00325-5.

Full text
Abstract:
AbstractAcross diverse contexts, emerging evidence suggests that the COVID-19 pandemic is increasing levels of anxiety and stress. In calling for greater attention to people’s psychosocial and emotional well-being, global actors have paid insufficient attention to the realities of the pandemic in low- and middle-income countries, where millions of people are already exposed to intersecting vulnerabilities. Chronic poverty, protracted violence, conflict and displacement, coupled with weak health, education and protection systems, provide the backdrop of many adolescents’ lives. Drawing on qualitative in-country telephone interviews with over 500 adolescents in Ethiopia, Côte d’Ivoire and Lebanon, this article unpacks the age and gendered dimensions of COVID-19 and its response. We conclude by discussing the implications for COVID-19 recovery efforts, arguing that embedding adolescent-centred, inclusive approaches in education, community-based health and social protection responses, has the potential to mitigate the psycho-emotional toll of the pandemic on young people and promote resilience.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Inclusive education – Ethiopia"

1

Muellegger, Birgit. "An implementation evaluation of light for the world´s inclusive education programme in Ethiopia." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33838.

Full text
Abstract:
Inclusive education programmes aim to include children with disabilities in mainstream schools by providing quality education in a barrier-free environment. These programmes are especially necessary in developing countries, where about one-third of all children have some sort of disability. Sustainable Development Goal 4 of education for all cannot be reached when these children are left out from schooling. The following dissertation presents the findings of an implementation evaluation of an inclusive education programme in Ethiopia. The programme, One Class for All (OCFA), is financed by Light for the World, an international non-government organization (NGO), and implemented by 14 Ethiopian partner organisations. A descriptive evaluation design combining qualitative and quantitative elements was used to examine typical Light for the World programmes as delivered by partners and as they appear on the ground. The data collection mainly involved interviews of partners and participants at selected schools in Ethiopia and a survey of all implementing partners. The evaluation indicated that the composition of implementing partners and their capacity in terms of content knowledge and collaborations are working well. We nevertheless highlight some high-level opportunities to improve the inclusive education programme of Light for the World. More structured development plans for each school are required, and a better connection between Light for the World`s community-based-rehabilitation (CBR) programmes and its inclusive education programmes is necessary to support entry to school for persons with disabilities. Under these overall findings, a more structured teacher training programme, better selection of teachers, and better local networking and targeted awareness raising programmes are also needed. This evaluation contributes to the limited literature on successful inclusive education programmes in developing countries.
APA, Harvard, Vancouver, ISO, and other styles
2

Temesgen, Zelalem. "Challenges to implement inclusive education in Ethiopia." Thesis, 2017. http://hdl.handle.net/10500/26635.

Full text
Abstract:
The aims of the research were twofold, namely, investigate challenges that hindered the implementation of inclusive education in Ethiopia and develop a framework that can enhance the inclusion of children with disabilities (CwDs). The ecology of human development has served as the theoretical lens underpinning this study to discover challenges that hindered the implementation of inclusive education. These barriers were also investigated from micro, meso, exo, and macro perspectives in the system. With this, I employed qualitative approach under the hegemony of constructivism paradigm. The hermeneutic design of the study enabled me to build knowledge about the barriers that hindered the implementation of inclusive education. Subsequently, using semi-structured interview and focus group discussion as instrument, I listened to experts in education, school supervisors, professionals in SNE and education vice heads. Thereafter, the data analysis went by transcribing the recorded interview verbatim. Then, using the transcribed and chunked data, I mapped the range and nature of phenomena, created typologies and found out associations between themes with a view to provide explanations for the findings. The process of mapping and interpretation was also guided by the original research aims as well as by the themes that have emerged from the data themselves. The participants revealed that the challenges to implement inclusive education ranged from the absence of mandatory national inclusive policy to the low income of the families of CwDs. Therefore, lack of collaboration among stakeholders of education, misconception of inclusive education, shortage of trained teachers, poor allocation of finance, poor school infrastructure and lack of mandatory inclusive policy were the few identified barriers among others. Finally, I have recommended collaborative effort among stakeholders to ensure inclusion of CwDs.
Inclusive Education
D. Phil.
APA, Harvard, Vancouver, ISO, and other styles
3

Gebrehiwot, Yohannes Gebretsadik. "Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/19196.

Full text
Abstract:
This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made.
Inclusive Education
D. Ed. (Inclusive Education)
APA, Harvard, Vancouver, ISO, and other styles
4

Negash, Kahsay Hailu. "The inclusion of visually-impaired learners in Ethiopian secondary schools." Thesis, 2017. http://hdl.handle.net/10500/23484.

Full text
Abstract:
The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research multiple case study research design was used. The study was conducted in two secondary schools of the capital city of Tigray Regional State of Ethiopia. In the selection of the schools and research participants, a purposive sampling method was employed. The data were collected from 2 school principals, 35 teachers and 24 learners of grade 9 and 10. To collect the data, interviews (for principals and teachers), focus group discussions (for learners), observation, and questionnaires (for teachers), were used. The primary data for this research were the data gathered from interviews, focus group discussion and observation whereas the data gathered from the questionnaire were used to compare, triangulate and supplement. Data by the instruments were analysed under different themes using a constructivist/interpretive approach. The findings of the study revealed that the nature of school inclusivity regarding visually-impaired learners in Tigray Secondary Schools of Ethiopia is poor and visually-impaired learners are excluded. As a result, the exclusive nature of the schools is affecting the implementation and actualisation of inclusive education. Based on the findings, the study calls schools, communities, governmental and non-governmental organisations to take action for the implementation and realisation of inclusive education and the inclusion of all learners, such as visually-impaired learners.
Inclusive Education
D. Ed. (Inclusive Education)
APA, Harvard, Vancouver, ISO, and other styles
5

Kabeto, Kebede Abichu. "Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia." Diss., 2015. http://hdl.handle.net/10500/19834.

Full text
Abstract:
The purpose of this study was to explore the academic experiences of learners with low vision in integrated schools. Based on the findings from the study, recommendations were forwarded to the integrated primary school principal and teachers who are responsible for the support of learners with low vision. Ethical measures were adhered to as participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The researcher also kept strict confidentiality to protect identity of the participants. The participants in this research work were seven learners with low vision, one principal and three teachers in one of the integrated primary schools. In this study the researcher used qualitative methodology with purposive sampling technique to select respondents and used descriptive design. It was found that in most cases the attitude of teachers and sighted learners towards learners with low vision was negative, social isolation and withdrawal of learners with low vision from sighted group were the main problems. During this research process respondents reported that there was lack of learning resource materials and modification of teaching materials to suit the needs of learners with low vision. Therefore, the study recommends that learners with low vision should be included not only physically, but socially and psychologically. The teachers in the integrated schools should have a close relationship with these learners, give them support and the curriculum as well learning material or resources should be adapted to suit the need of the learners with low vision. The regular inclusive schools should know the importance of early acceptance and benefits of early identification and intervention to encourage social development of learners with low vision.
Inclusive Education
M. Ed. (Inclusive Education)
APA, Harvard, Vancouver, ISO, and other styles
6

Zelelew, Teferi Adnew. "The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects." Thesis, 2016. http://hdl.handle.net/10500/22052.

Full text
Abstract:
The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all aspects of university life (Shepherd, 2001:17). To this effect, in the past two decades several countries have revised their legal documents in order to promote inclusive education at all levels of schooling. Accordingly, in 2006 the Ethiopian government also developed a new legislative document, namely Special Needs Education Program Strategy, in order to apply inclusive education in regular schools and in higher education institutions. Following the introduction of this policy document, all regular schools and higher education institutions in Ethiopia have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for better understanding and in-depth interpretation of the inclusion of students with VI at AAU. An interpretive paradigm also informs the detailed judgements made by experts of a suggested action plan for progressively providing support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favour of the students. The researcher undertook a Delphi investigation to address the main aim of this research (i.e. to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts. The researcher recommends that the plan should be implemented over the next five years at AAU in order to improve the support provided to students with VI.
Inclusive Education
D. Ed. (Inclusive Education)
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Inclusive education – Ethiopia"

1

Wubie, Bizunesh. Children of first generation Ethiopian immigrant parents at home and at early childhood education settings: Understanding their experiences through the perspectivers of their parents and teachers. 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Inclusive education – Ethiopia"

1

Haye, Alemayehu Tekelemariam. "The Move Towards Inclusive Education in Ethiopia." In The Wiley International Handbook of Educational Foundations, 123–40. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118931837.ch8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bekele Abdi, Yirgashewa. "Trends of Inclusive Education and Impediments in Urban Schools of Ethiopia." In Second International Handbook of Urban Education, 37–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schiemer, Margarita. "Inclusive Education and the UN Convention on the Rights of Persons with Disabilities (UNCRPD)." In Education for Children with Disabilities in Addis Ababa, Ethiopia, 175–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60768-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Grischow, Jeff. "The Millennium Development Goals, disability rights and special needs education in Ethiopia: a case study of the Oromiya region." In Did the Millennium Development Goals Work? Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447335702.003.0006.

Full text
Abstract:
This chapter examines disability rights and special needs education as well as the importance of inclusive education in Ethiopia's Oromiya region in the context of the Millennium Development Goals (MDGs). One of the most important organisations in Oromiya is Christian Horizons-Ethiopia (CH-Ethiopia), an affiliate of Christian Horizons-Global (CH-Global). Since 2004, CH-Global has been working with the Ethiopian government on special needs education (SNE) projects. In 2010 the organisation proposed to build 50,000 primary school spaces for disabled children in Ethiopia. Embedded within the CH-Global proposal is a strong commitment to human rights. The chapter considers CH-Ethiopia's experience to date, set within the context of MDG 2 (which calls for the achievement of universal primary education by 2015), and its partnership with the Ethiopian government, along with the confluence of historical forces since the 1970s that have made that partnership possible.
APA, Harvard, Vancouver, ISO, and other styles
5

Woldegiorgis, Emnet Tadesse. "Re-Thinking Inclusive Higher Education for Students With Disabilities." In Advances in Religious and Cultural Studies, 235–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch016.

Full text
Abstract:
Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
6

"Challenges of Implementing Inclusive Education and Supporting Marginalized Groups in Ethiopia." In Challenging Inclusive Education Policy and Practice in Africa, 148–56. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004391505_009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dyer, Caroline. "Education inclusion as a border regime: implications for mobile pastoralists in Ethiopia’s Afar region." In Migration, Borders and Education, 39–59. Routledge, 2020. http://dx.doi.org/10.4324/9780429299711-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Inclusive education – Ethiopia' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography