Challenges and Opportunities To Implement Inclusive Education

Download as pdf or txt
Download as pdf or txt
You are on page 1of 19

Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

Challenges and Opportunities to Implement


Inclusive Education
Wondwosen Mitiku, Yitayal Alemu, Semahegn Mengsitu
Special Needs Education, University of Gondar, Ethiopia

ABSTRACT
Volume 1, Number 2/2014 This study is conducted in order to assess the challenges
and opportunities to implement inclusive education in
selected primary schools of North GondarZone. In order
DOI:
to attain the objectives of the study, related literatures on
international policies and concepts of inclusive education
was reviewed in detail. Concerning the significance of the
Licensed: study it is expected that it will highlight those concerned
individuals on the existing situation prevailing in
Source of Support: Nil
connection with the problem under study and devise
Conflict of Interest: None declared mechanisms for addressing the observed situation. The
study used descriptive survey as a research design to
explain the current trends existing in the study area. . As
Email for correspondence:
mitikuwondwosen@yahoo.com to the samples considered for the study, because there are
only two schools it appeared manageable to take them as
they are. In regards to participants of the study seventy
one participants, namely 4 from the school's principals, 16 from the professional teachers
in special needs, and 51 students with different disabilities were involved as sample
participants. These samples were taken by using systematic random sampling to give fair
and equal chance of selection. With regard to data gathering instrument, questionnaire,
structured interview and observation were used to collect data from the participants. The
finding roughly show that even though there are some opportunities that support
inclusive education it cannot be taken as a guaranty due to lack of awareness,
commitment, and collaboration. And there are real challenges that hinder the full
implementation of inclusive education. Generally it can be conclude that the challenges
outweigh the opportunity on the full implementation of inclusive education and there
should be strong collaboration among stakeholders, NGOs, and the concerned bodies in
order to realize the journey towards inclusive education.

Key words: Inclusive Education, Special Needs Education, Ethiopia

INTRODUCTION
Inclusive education means welcoming all children, without discrimination into regular or
general schools. By the change of attitude against differential treatment of education
differences in people will likely be seen in a positive perspective. It calls for a respect of
difference and celebration of diversity. (Disability in Ethiopia, 2005)

Asian Business Consortium | AJHAL Page 118


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
It is not only accommodating children in the regular or general school rather it goes
beyond that. For this, the same author said that “It is a focus on creating environments
responsive to the differing developmental capacities, needs and potentials of all children.
(Disability in Ethiopia, 2005)
Inclusion is not just about placing students with disabilities in to mainstream classrooms. It
recognizes that all children have individual needs, and that teachers who are trained to
facilitate an inclusive classroom, can better meet the needs of all children (Tomlinson, 1996).
Therefore, from the cited text we can understand that it is a shift in service from simply
trying to fit the child into “normal setting”, to trying to change the system of education to
accommodate the child.
Generally, the concept and practical move needs to be applicable in schools in Ethiopia
because our country is not free from the practice of educational exclusion, particularly for
people with disabilities, therefore this paper deals with the challenges and opportunities
to provide inclusive education in our school system.

STATEMENT OF THE PROBLEM


The title is chosen because these schools are on the way to exercise inclusive education in
Gondar area and have well trained and experienced teachers who took training about
Special Needs Education. Considering all these, these schools are expected to strive for the
realization of the provision of inclusive education based on international agreements.
Therefore, the schools seem a perfect spot to display the challenges and opportunities for
the provision of inclusive education in Ethiopia.
Significance of the Study
Nature doesn’t give a guarantee to live without disability throughout peoples’ life span.
Disability or defect in physical ability can happen at any time because of natural calamities like
earthquake and flooding, or manmade calamites like car accidents, air plane crash or other.
These accidents are unconditional and happen without criteria as rich/poor,
educated/illiterate, or others. Therefore, any kind of service provision needs to consider
disability. Among the services education is one, and primary level education is the focal point
of this paper. And conducting a research in this area may have the following significance.
 The finding will clearly indicate the challenges and opportunities for the provision of
inclusive education in Gondar schools.
 It will alarm the administrators to think about what could be constructed in schools to
accommodate people with different disabilities.
 Even though Ethiopia is a signatory of different international agreements for fair
education for all, it seems not practical. Therefore, the study may serve as something
pushing to realize inclusive education by identifying the existing challenges and
opportunities.
Objective of the study
Assessing the practical challenges and opportunities for the provision of inclusive
education in Chilga and Tikil Dingay primary schools was the general objective of this
study. The research will have the following specific objectives, to:
 Check the implementation of inclusive education in the schools.
 Identify the practical opportunities for the provision of inclusive education in the schools.
 Identify the practical challenges to apply inclusive educational system in these schools.

Asian Business Consortium | AJHAL Page 119


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
 To suggest possible solutions by comparing the opportunities and challenges for the
provision of inclusive education in this schools.
Research Question
The research is expected to answer the following basic questions.
 How did teachers of this school implement inclusive education?
 What are the best opportunities for the realization of inclusive education in these schools?
 What are the practical challenges for the provision of inclusive education in these schools?
 What mechanisms should be devised to alleviate these challenges?
Scope of the Study
The idea and practice of inclusive education is not limited to schools of Gondar zones. It
rather has a strong position in developed countries. It has also got national and
international legal agreement. However, due to limitation in time, materials, and financial
resources, this research is delimited to assess the information in the research topic only in
Chilga and Tikil Dingay primary schools.
Study Area and Period
This study was conducted in Gondar particularly, in Chilga and Tikil Dingay primary
schools which are located in Gondar zone, and the study has conducted from August 1,
2012-Jan.30, 2013.
Conceptual Framework
Inclusion is becoming the ruling principle in the 21st century and the concept of inclusive
education is becoming the best means to allow each and every child to involve in the
system of education regardless of differences in terms of disability, sex, religion, ethnicity
and other (Enabling inclusive education challenges and dilemmas, 2007).
Therefore, having this concept in mind, I am urged to conduct research on the challenges
and opportunities for the implementation of inclusive education in Chilga and Tikil
Dingay primary schools.
Inclusive Education: is a shift of emphasis on the task of persons providing educational
services to make sure that the educational settings were adjusted to accommodate the
special educational needs rather than trying to make the children with disabilities fit
into the given educational settings. (Inclusive education, 1995)
Inclusive education means: a shift in services from simply trying to fit the child in to
“normal settings”; it is a supplemental support for their disabilities or special needs
and promotes the child’s overall development in an optimal setting (Evans, 1998). It
has to include a consideration of overall organization, curriculum and classroom
practice, support for learning and staff development (Ainscow, 1997).
Special Needs Education: is an education system that aims at all children and young
people of the world, with their individual strengths and weakness, with their hopes
and expectations, have the right to education. It is not the education systems that have
a right to certain types of children. Therefore, it is the school system of a country that
must be adjusted to meet the needs of all children (Bridge & Moss, 1999).

REVIEW OF RELATED LITERATURE


While reviewing related literatures, I have browse internet and seen a paper presentation
by Susie miles in a symposium on Development Policy entitled “children with disabilities
and convention on right of the child”.

Asian Business Consortium | AJHAL Page 120


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
The symposium was in Gustart, Stresemann institute, Bonn, Germany, and different
people presented their research paper in the scope of “enabling inclusive education:-
challenges and Dilemmas” from Oct. 27-29/2000.
In the presentation Mile’s focus area were disabled girls and children with learning
difficulties from the perspective of violating international rights of people to be educated
and she said, “… Chosen group of children are arguably the most overlooked and
excluded, it is a form of exclusion with in inclusion”.
She referred the Salamanca statement of UNESCO-1994 and the 1948 universal declaration
of human rights for the realization of inclusive education.
As a researcher her legal reference attracted me to see this research paper from that perspective
and identifying the challenges and opportunities in Chilga and Tikil Dingay primary schools
taking these institutions as part of the international agreement signatory of Ethiopia.

INCLUSIVE EDUCATION FROM LEGISLATION PERSPECTIVES


According to Susie miles in her presentation in the symposium every discussion of inclusion
is not out of international agreements particularly the Salamanca statement. She said:-
“Any discussion about the definition of inclusive education needs to use the Salamanca statement
and framework for action/UNESCO-1994/ as a reference point. The statement re-affirms the right
to education of every individual, as enshrined in the 1948- universal declaration of Human rights
and renews the pledge made by the world community at the 1990, world conference of education for
all to ensure that right is for all, regardless of individual differences. (Enabling inclusive education
challenges and dilemmas, 2007).
Furthermore she traces details from Salamanca statement, “… The statement also
mentions the 1993 UN standard rules on equalization of opportunities which states that
the education disabled children should be an integral part of the education system.”
(Enabling inclusive education challenges and dilemmas, 2007)
But finally she adds that we don’t refer the convention on the rights of children.
The above idea of Salamanca statement is consolidated by Professor Tirussew in his book
of Disability in Ethiopia, issues, insights and implication
“In favor of the move towards the inclusive approach, the Salamanca statement and frame work for
action on special needs education (UNESCO, 1994) provides the clearest and most unequivocal call
in its article 2 and 7 respectively.”
Article 2 states:
“… that ordinary school should accommodate all children, regardless of their physical, intellectual,
emotional, social, linguistic on other requirements. It further states that all educational policies
should stipulate that children with disabilities attend their neighborhood school.” (Disability in
Ethiopia , 2005)
Article 7 also states:
“… that all children should learn together, whenever possible, regardless of any difficulties or
differences they may have. Inclusive schools must recognize and respond to the diverse needs of
their student’s accommodating both different styles and rates of learning and ensuring quality
education to all through appropriate curricula, organizational arrangements, teaching strategies,
resource use and partnership with communities.” (Disability in Ethiopia, 2005)
Furthermore, another book traces and give due attention for the right of a child to get
education access based on the 1990 world conference of education for all.
“Every child has a fundamental right to education and must be given the opportunity to achieve
and maintain on acceptable level of learning and every child has unique characteristics, interests,
abilities and learning needs.” (Strategies to promote to inclusive practice, 2003)

Asian Business Consortium | AJHAL Page 121


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

PRINCIPLES OF INCLUSIVE EDUCATION SERVICE


The following principles briefly give hints about inclusive education and try to show even
the scope that inclusive education touches, from the accommodated child to the general
community through parents’ representation and government bodies.
From interest and right point of view the principle states that:
“Inclusion is the process by which schools, local education authorities, and others develop their
cultures, policies and practices to include pupils.” (Strategies to promote inclusive practice, 2003).
So, all children should have access to an appropriate education that affords them the opportunity to
achieve their personal potential and the interest of children must be safe guarded.
From the responsibilities and service point of view the principles state that:
“With the right training, strategies and support nearly all children with special educational needs
can be successfully included in main stream education. And an inclusive education service offers
excellence choice and incorporates the view of parents and children.” Therefore, Schools, local
education authorities and others should actively seek to remove barriers to learning and
participation.” (Strategies to promote inclusive practice, 2003)

OPPORTUNITIES AND CHALLENGES OF INCLUSIVE EDUCATION


Opportunities of Inclusive Education
“It provides students with disabilities access to students without disabilities access to
curricula and textbooks to which most other students are exposed” (Disabilities in
Ethiopia 2005)
“It developed out of a strong belief in human rights and social justice, it perceive separate
special education as dehumanizing, labeling, ineffective and expensive /disability in
Ethiopia 2005).Generally, some the opportunities to provide inclusive education in
Ethiopia context includes:
A) The Constitution of FDRE
The Constitution of Federal Democratic Republic of Ethiopia (FDRE, 1995), under article 9
stipulates that all international agreements ratified by Ethiopia are an integral part of the
law of the land. It has also elaborates that all legislative, executive and judicial organs have
the responsibility to respect and enforce what is embodied under that section, which
should be done in conformity with human rights considerations.(Art.9:4). This reveals that
all international agreements that have been ratified by the country should be implemented
and the conserved bodies should play an important role for the implementation.
B) The Education and Training Policy
It confirms the importance of early childhood education .it has further confirmed that
efforts should be made to enable the handicapped and the gifted learn in accordance with
their potential and needs (ETP, 1994). But when we see the practice of our country, there is
no effort made to enable them learns according to their needs and potential.
C) The Higher Education Proclamation
According to the higher Education Proclamation No.650/2009 article 40, states that
institutions shall make, to extent possible, their facilities and programs amenable to use
with relative ease by physically challenged students. It has also clearly stated that students
with disabilities shall during their stay in the institution of higher learning, get special
support to pursue their education effectively. In addition to these there are also other
education related policy documents which promote the implementation of inclusive
education such as the Education Sector Development Program (ESDP IV), the Special
Needs Education Strategy Program.

Asian Business Consortium | AJHAL Page 122


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
Challenges of Inclusive Education
“The new challenge to inclusive education is to meet the needs of all children with and
without disability in the general classroom. It is not an easy process and requires a lot of
struggle and commitment to overcome attitudinal and social barriers”. (Disability in
Ethiopia, 2005)
“…one of the determinant factors refers to attitudes of the community towards persons
with disabilities and inclusion. A limited understanding of the concept of disability,
negative attitude towards persons with disabilities and a hardened resistance to change
are the major barriers impeding inclusive education.(IDDC,1998) cited in Tirusew.
Generally, according to professor Tirusew, the challenge towards inclusive education
could emanate from different directions such as attitudinal factors, resistance to change,
rigid school systems and learning environment, lack of clear educational strategies, lack of
instructional and learning materials and inadequate budget.

IDENTIFICATION AND SCREENING


Assessment is a multifaceted process of gathering information by using appropriate tools and
techniques in order to make educational decisions about placement and the educational
program for a particular child. Appropriate adaptations and modifications must be made
available to assure valid and reliable findings. Since children’s needs change from month to
month and from year to year, regular periodic assessment must be conducted.

INDIVIDUALIZED EDUCATIONAL PLAN


After the child’s needs have been assessed and determination of eligibility for special education
services has been made, the staffing team is responsible for the development in writing, and
maintenance of an individualized educational plan (IEP). The Individualized Educational Plan
is the primary document that outlines specific plans for the eligibility process and any further
information collected by multidisciplinary specialists and by both special and regular teachers
can assist with the development of the Individualized Educational Plan. Realistically, the
special education teacher will have to conduct further curriculum based assessments to gather
the types of instructionally useful data to be able to develop appropriate goals and objectives
and to know where to begin instruction (Smith, 1990). The IEP then details the least
restrictive, most appropriate placement and oiliness the instructional program. The
Individualized Educational Plan must be evaluated and then rewritten annually as long as
service are still necessary. The major components of the Individualized Educational Plan
include statement of current level of performance, annual instructional goals, short-tem
objective, and statements detailing the special services to be provided and the degree of
integration in the regular classroom, schedules for initiation and evaluation of services.

THE PHYSICAL ENVIRONMENT OF LEARNING FOR STUDENTS WITH SPECIAL NEEDS


The physical environment (classroom layout and appearance, classroom arrangement,
furniture arrangement etc) contribute a lot to promote active-learning method. According
to Dilnesaw (2009), the physical environment in a classroom can challenge active-learning.
According to him there should be adequate well-maintained and furnished classrooms to
effectively conduct teaching-learning process. Therefore the place where the child is
positioned in the class, the way the classroom materials are arranged, the effects of sound
environment and the condition of a building play a vital role in enhancing or retarding the
teaching-learning process of visually impaired children.

Asian Business Consortium | AJHAL Page 123


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

TEACHING METHODS AND PROCEDURES


Method in general means a particular order imposed up on teaching or presentation of
activities. It refers to the construction of how teaching ought to be done. Methods are
means of conveying ideas and skills to impart and acquire a certain subject matter in more
concerted and comprehensive way.
Methods describe conceptually the instructional process, that is not only how information
gets from the teacher to the learner but also how the learner, use it, interact with it,
receives guidance and is given feedback. No learning can occur if the students passively
sit. The student must actively respond; must participate. Because education is a human
experience acquired in the process of mans interaction with his physical, and social
environment. Basically, method in teaching concerns the way teachers organize and use
techniques of teaching, subject-matter, teaching tools, and teaching materials to meet
teaching objectives. It consists of formulating the goals and objectives for teaching,
selecting the subject matter and the teaching procedures, evaluating the success of the
learning activates, and following up their success and failure.

RESEARCH DESIGN AND METHODOLOGY


RESEARCH DESIGN
It is a survey study in Chilga and Tikil Dingay primary schools and I preferred a survey
study because, the issue of inclusive education is not only the concern of Chilga and Tikil
Dingay primary schools but all school systems in the nation, but the study conducted at
Chilga and Tikil Dingay schools can serve as a model study for other schools and being it
is survey, we can made reference or generalization for a large number of population.

SAMPLE SIZE AND SAMPLING TECHNIQUES


Being it is a survey study, I know that the samples or participants shouldn’t be less than
thirty, therefore thirty participants will be selected from 3 categories of each school that
are professional teachers in the area of special needs education, students with different
disabilities, school's principals and “students with out disability”. Therefore, the sampling
size will be the following.
 Four principals of the schools.
 Sixteen teachers who teach in inclusive class rooms.
 Thirteen deaf students, who are learning in sign language.
 Eight students with visual impairment.
 Sixteen students with physical/motor disability.
 Fourteen students intellectual disability.
Regarding the sampling techniques stratified available sampling will be involved because
three strata are found for professional teachers, school's principals, students with disability. As
a specific sampling technique, I will use one of the sub groups of purposive sampling
which is expects sampling for the principals and professional teachers because their
response as a data is more reliable and valid, since they are expect in the area.
For the rest of participants/ visually challenged, physically challenged and deaf students
and students with intellectual impairment/ I will select all of them by available sampling
method because the number of these students are small in each strata or category.

Asian Business Consortium | AJHAL Page 124


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

DATA COLLECTION
The instrument I prefer to collect data from students’ participants is questionnaires and
the questionnaire contains both close ended and open ended questions. I preferred
questionnaires because all the participants are literate and able to put their idea on a paper
and they can fill that at the time they feel comfortable either at home or a somewhere else
they like. For the sake of triangulation I will use interview for the principals and teachers
and un structured observation will be held.

ANALYSIS PLAN
To analyze the data, description for open ended questions, structured interview, and
observation and statistical expression, percentage, and tabular presentation for the close
ended questions will be used to present the research report.

RESEARCH PROCEDURES
As a procedure due attention will be given to all categories of participants because being
inclusive education touches everybody, each group represents part of society in their
respective part. To distribute the questionnaires, hardcopy will be prepared considering
the number of participants and concerning questions to each group and the researcher will
reach to each participants personally and will take appointment to collect because they can
fill it at home within the range of two to three days.
This may give them ample time to fill it with due attention, being they are professionals
and students they may not have time to fill the paper in a time less than two days,
therefore, giving them ample time may increase the authenticity of their response.
For the ten visually handicapped participants, the researcher will fill the questionnaires by
reading each question for them if they are willing and if they have no one to do that for them.

ETHICAL CONSIDERATION
Participants’ economic background, ethnicity, sex or race as means of identify will not be
considered because all these have nothing to do with the idea of the research and inclusive
education disregards these issues. But during question formulation and personal contact to
give them the questionnaires, care will be taken not to heart them unintentionally because of
their sensitive part of disability and as a neutral researcher, in no way discrimination will be
manifested between the so called “normal” and students with disability.

DATA PRESENTATION AND ANALYSIS


ANALYSIS OF BACKGROUND INFORMATION
This chapter presents the interpretations of the data gathered from the participants of
students with different impairments, principals, and teachers that was gathered through a
questionnaire, interview and observation. In analyzing the data both quantitative and
qualitative method was employed as a technique. The data collected through interview
and observation have completely analyzed and presented qualitatively and The data
collected through questioner are presented in tables and percentages. Following each table
interpretations of data are presented in detail.

Asian Business Consortium | AJHAL Page 125


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
Table 1: Background Information of the Student Participants of the Study (No. = 49)
S.No. Items Serako Primary School Selam Ber Primary school
1 Sex Frequency Percentage Frequency Percentage
Male 15 60 10 38.5
Female 10 40 16 61.5
Total 25 100 26 100
2 Age 8-10 years 5 20 6 23
11-13 years 12 48 10 38.5

14-16 years 8 32 10 38.5


Total 25 100 26 100
3 Type of Visual Impairment 4 16 4 15.4
Disabilities Hearing Impairment 9 36 4 15.4
Intellectual Impairment 7 28 7 26.9
Physical Impairments 5 20 11 42.3
Total 25 100 26 100
4 Grade 1st 5 20 5 19.2
2nd 6 24 11 42.3
3rd 6 24 5 19.2
4th 8 32 5 19.2
Total 25 100 26 100

As table 1 indicates, fifteen (60%) and ten (38.51) of responds of Serako primary school and
Selam ber Primary School were female respectively. While Serako Primary school has ten
(40%) and selamber primary has sixteen (61.5%) female participants. When we see the age
of participants of Serako Primary School, five (20%) are 8-10 years, 12(48%) are 11-13 years
and 8(32%) are 14-16 years. Selamber Primary School has 6(23%) of 8-10 years, 10(38.5%) of
14-16 participant students with special needs.
Additionally, in Serako Primary School there are 4(16%), 9(36%), 7(28%), 5 (20%)
participants of visual impairment, Hearing impairment, intellectual impairment and other
impairments respectively. Whereas selamber primary school has 4(154%), 7(26%) and
11(42.3%) of participants of visual impairment, hearing Impairment, intellectual
impairment and other impairments respectively. When we analyze the grades of
participants of serako Primary school 5(20%) are 1st grade, 6(24%) are 2nd grade, 6 (24%)
are 3rd grade and 4th grade students are 8(32%). Similarly Selamber School has 5 (19.2%)
1st grade, 11 (42.3%) 2nd grade, 5 (19.1%) 3rd grade and 5(19.2%) 4th grade participants.
From this we can inferred that in serako primary school most participants were male. In
contrary selam ber primary school has high number of female students with special needs.
In both schools, most students are in the age range of 11-13 year. In Serako primary
schools, most students have hearing problem and in selam ber primary students most
students have intellectual impairment. Most students are in 4th grade in serako primary
school and 2nd grade in selam ber primary school.

ANALYSIS OF QUESTIONNAIRE RESULTS


Table 2. Results Obtained from Questionnaires Filled out by Student Participants of the
Study (No. = 49)
S. No Items Responses
Frequency Percentage
Is the school compound comfortable for Yes 4 8.2
1 students with disabilities? No 45 91.8
Total 49 100
Yes 10 20.4
2 Are the classrooms accessible for students No 39 79.6

Asian Business Consortium | AJHAL Page 126


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
with disabilities? Total 49 100
3 Does the school community believe on the Yes 6 12.2
inclusiveness of students with disabilities No 43 87.8
with other students? Total 49 100
4 Does students with disabilities stigmatized Yes 12 24.5
by those students without disabilities? No 37 75.5
Total 49 100
5 Do students without disabilities participate Yes 14 28.6
in different activities of the school? No 35 71.4
Total 49 100
6 Does the school community give special Yes 5 10.2
service for students with disabilities? No 44 89.8
Total 49 100
7 Are the school’s leisure places, toilet rooms, Yes 12 24.5
classroom gets, and others accessible to No 37 75.5
those students with disabilities? Total 49 100
8 Is the sport field of the school comfortable to Yes 14 28.6
those students with disabilities? No 35 71.4
Total 49 100
9 Do students with disabilities interact with Yes 18 36.7
those students without during break and No 31 63.3
entry time? Total 49 100
10 Is there adapted curriculum for students Yes 3 6
with special needs? No 46 94
Total 49 100
Is the teaching methodology of teachers’ Yes 8 16.3
11 comfortable for students with special needs? No 41 83.7
Total 49 100
Is the assessment methodology of teachers’ Yes 8 16.3
12 comfortable for students with special needs? No 41 83.7
Total 49 100

As indicated in table 2, the questionnaire conducted in serako and selam ber primary schools
revealed many results. The above mentioned table shows that many respondents of students
agree that the school compound is not comfortable for students with disabilities. 45(91.8%)
students assured that the school compound is not comfortable for students with disabilities.
Only 4(8.2 %) of respondents responded that the school compound is comfortable for students
with disabilities. Most respondents agree that the school’s classrooms are not accessible for
students with disabilities. As we observe from the above mentioned table 39(79.6%) of students
assured that the classrooms are not accessible for students with disabilities. Whereas 10(20.4%)
of respondents said that the classrooms are accessible for students with disabilities.
Many respondents agree that the school community did not believe on the inclusiveness of
students with disabilities with other students. 43(87.8%) of students responded that the school
community did not believed on the inclusiveness of students with disabilities with other
students. In the other side, 6(12.2%) of respondents responded that the school communities
with other students. And also most students with disabilities are stigmatized by those students
without disabilities. Most students of the respondents 37(75.5%) evidenced that students with
disabilities are stigmatized by students without disabilities. Whereas 12(24.5) of respondents
responded that the students disabilities are stigmatized by students without disabilities. Most
respondents agree that students without disabilities did not participate in different activities of
the school. 35(71.4%) of students responded that students with disabilities did not participate
in different activities of the school. For the same question, 14(28.6%) of respondents responded
that students with disabilities are participated in different activities of the school.
As can be seen from the table 2, almost all respondents 44(89.8%) of students responded
that the school community did not give special service for students with disabilities. On
Asian Business Consortium | AJHAL Page 127
Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
the other hand 5(10.2%) of respondents believed that the school community gave special
service for students with disabilities. The school leisure place, toilet rooms, classroom gets,
and other things are not accessible to those students with disabilities. That is, 37(75.5%) of
respondents evidenced that the school leisure place, toilet rooms, classroom gets are not
accessible to students with disabilities. Whereas 12(24.5%) of students responded that the
schools leisure please, toilet rooms, classroom gets are accessible for students with
disabilities. And also, the sport field of the schools are not comfortable to those students
with disabilities.35(71.4%) of respondents said that the sport field of the school is not
comfortable to students with disabilities and 14(28.6%)of them agreed that, the school
sport fields are comfortable for students with different kinds impairments. Most students
with disabilities 31(63.3%) did not have interaction with students without disabilities
during break and entry time. But 11(22-4%) of students with disabilities have interaction
with students without disabilities during entry and Break time.
When we come to the education life of students with special needs, they have not adapted
curriculum and individualized education program, the teaching methodology is not
comfortable and generally the assessment methodology is not also comfortable for those
students with special needs. This is evidenced with that almost all respondents 46 (94%)
confirmed that there are no adapted curriculum for students with special needs. In
contrary, 3(6%) of students agreed on the presence of adapted curriculum for students
with special needs. Similarly 41(83.7%) of respondents agreed that the teaching
methodology is not comfortable for students with special needs. But only 8(16%) of
students have said that, the teaching methodology of teachers are comfortable for students
with special needs. The assessment methodology of teachers is not comfortable for
41(83%) of respondents and comfortable for 8(16.3%) of respondents. These show that
teachers do not use appropriate teaching methods that address the needs of students with
special needs and they did not modify the assessment methods according to the needs and
potential of students with special needs.

PRESENTATION OF DATA OBTAINED THROUGH INTERVIEW


INTERVIEW REPORT FROM SCHOOL PRINCIPALS
Regarding the opportunity they have to implement inclusive education
they replied as they know Some declaration and international agreement that gave special
attention for the education of students with special needs like Education for all, UN
convention on the right of the child but these declarations and agreements have nothing on
our country’s education system and the only opportunity we have is the support we got
from NGOs like save the children Norway and CBR workers. Concerning the challenges
they faced they said that there are many challenges that hinder the implementation of
inclusive education such as the attitude of teachers and parents towards children with
disability and teachers of students with special needs, lack of attention from the education
office both zones and woreda, lack of educational materials, large class size, etc.

Regarding the process of identification and assessment


Principals were asked whether the school has eligibility criteria to admit children with
special needs or not. They replied that the school does not have multidisciplinary team to
determine eligibility of children for special education service. But we admit children who
have vision, hearing, and other problem and who are from poor families. In addition to

Asian Business Consortium | AJHAL Page 128


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
this the community based rehabilitation workers help the school in searching children
who have different types of disability and make them to be enrolled in the school.
The other question was raised to know the process of identification and assessment the
school used for children with special needs, principals of both schools responded that to
identify children with visual impairment , the CBR workers conduct an observation on
outreach based support and detect those children whom they suspects of having visual
problem. In this process they observe different signs which are displayed by the children.
These include red eyes, watery eyes, crossed eyed etc. they added that after identifying the
child with vision problem they did not conduct assessment procedures to check whether
the suspected vision problem exactly exist or not which include: distance vision test using
E-chart, measuring field of vision, color vision test etc. Regarding periodic assessment, the
school does not conduct any periodic assessment after children have started their
education. Another attempt was made to know whither teachers use IEP or not, principals
of chilga responded that teachers tries to use IEP buy it is not at the level to be expected
and they do not give due attention. Principals of Tikil dingay responded that teachers do
not use IEP because in this school children with special needs have integrated with the
other students and they are few in number, therefore it is not necessary for teachers to
prepare an IEP and they can address each individual’s needs without preparing on IEP.

Regarding the availability of adequate special educational materials and equipment


Question concerning the availability of special materials and equipment and library
services, they said that there is no reference books written in Braille, and other necessary
special educational materials and equipment in the library. But in Chilga School there are
adequate slate and stylus, abacus and Braille paper in the store and students do not have a
chance to use these materials because teachers of the school do not have adequate skill to
manipulate these materials. Regarding the conduciveness of the physical environment, the
principles reported that the compound is not suitable enough for students who uses
wheelchair and students with visual impairment and it can hinder the teaching learning
process to some extent. Therefore they said that the school has a plan to adjust the physical
environment of the compound in order to make it suitable for students with different
disability fence. Finally they were asked about the interaction between teachers and
students with special needs in classrooms and outside the classroom.

INTERVIEW REPORT FROM TEACHERS


Regarding the teaching strategy used to address the needs of students with special needs
Teachers were asked about the teaching method they commonly used, they replied that
they used different method that they believe effective based on the type of lesson
presented. They used group discussion, pair-work, lecture method to make students active
participant and involve in different activities. During the observation session the
researcher has also observed that teachers tried to use different methods to involve all
students in each activities and to make them active participants.
They were also asked whether they give additional time for students with special needs to
do their activities, they replied that they didn’t give any additional time for them in the
regular class because of time limitation but students have ample time in the resource room
to do different activities. Therefore there is no trends and practice of giving additional
time different from other students.
Another attempt was made to know whether there is any alternative teaching procedures
teachers used to help students with special needs, they said that sometimes they tire to

Asian Business Consortium | AJHAL Page 129


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
slow their speed while they present the lesson in order to help these students follow the
lesson and understand it clearly. And they also tire to write in bold on the blackboard to
help students with low vision become independent in their reading.
The other question was raised to get feedback whether teachers use individualized education
plan /IEP/ for students with special needs they said that there is no trends and practice to
prepare individualize educational plan for students with special needs because the school’s
expectation is the same for all students. And therefore there is no need to use IEP.

Regarding the availability of adequate special educational materials and equipment


Another question was raised to know about the adequacy of the resource room to support
students with special needs, they said that although it has abacus, slate and stylus, tape
recorder and text books it is not adequate to provide the service needed for these children
and most of the time children use the resource room as a library to read their text books
and to do additional activities in their free time.
Regarding students’ access to library service, they have said that there are no reference
materials written in Braille and other supportive materials in the library. Therefore
students do not use library and instead they use the resource room as a library.

Regarding the conduciveness of the physical environment


Concerning the conduciveness of the physical environment for the teaching learning
process they respond that the compound is not suitable enough for students who uses
wheelchair and students with visual impairment and this may have significant impact in
the teaching learning process. Other teacher of Chilga also claimed that the narrowness of
the compound might affect the mobility of the students because it is crowded by students
during the break time and as a result they prefer to stay on the floor in the break time.
The final question was if they have any recommendation, they recommended that the
resource room should be equipped with the necessary materials to provide the service
needed for students with special needs and teachers should get in service training to
update their knowledge and how to use alternative teaching procedures in order to
address the students needs and teach in accordance with their potential.

DATA OBTAINED THROUGH OBSERVATION


In order to supplement the information obtained through interview, the researcher made
observation on the classroom environment and the resource rooms and the result has
presented as follows. The students with special needs are distributed in different grades. In
each of the observed grades their numbers varies from 1-6. In most case more than one
student with special needs is included and in all case the students with special needs sit
together with other peers. Regarding special educational materials, there were no materials
observed in the hands of students with special needs as well as the classroom teacher like
tape recorder, special teaching aids, measuring devices, geographical aids.
The width of the classroom is not wide enough to allow visually impaired students to
move freely in the classroom and there is a little gap between rows of desks.
Concurring classroom instruction, all teachers in the observed class tries to use different
teaching strategies like group work, par work to involve students with special needs in all
activities. But teachers do not give additional time to complete class work and do not use
other alternative teaching strategies to support students with special needs.
The resource room lack some necessary special educational materials and equipment like
reference written in barillas geographical aids and measuring devices. And in one of the

Asian Business Consortium | AJHAL Page 130


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
school (Chilga) the available materials are putted in the store due to lack of skilled man
power and students do not have opportunity to access these materials.

DISCUSSION
As indicated in the finding principals of both schools said that they know about some of the
opportunities such as declaration and international agreement that gave special attention for
the education of students with special needs like Education for all, UN convention on the right
of the child but they did not take these opportunities as a guarantee to implement inclusive
education and the only opportunity they have is the support they got from NGOs like save the
children Norway and CBR workers but The Constitution of Federal Democratic Republic of
Ethiopia (FDRE, 1995), under article 9 reveals that all international agreements that have been
ratified by the country should be implemented and the concerned bodies should play an
important role for the implementation.
In addition to this many scholars agreed that there should be a multi-disciplinary team
meeting consists of different professionals to determine the child’s eligibility for special
education service. Tuttle (1981) cited in Scholl (1986) further emphasizes that if a child has
demonstrated that he has a visual impairment, then here must be sufficient evidence to
indicate that the visual impairment is indeed an educational handicap and that is
interfering with the child’s adequate functioning in the regular classroom.
To identify children with visual impairment the school conduct an observation on those
children. In this process the school observes different signs which are displayed by the
children. In fact literature also suggests these and other signs to identify children with
special needs. For instant, Gearheart (1988) stated that observable signs which help to
suspect a child having visual impairment included: red eye lids, crust or lids among the
eyelashes, watering eye or discharges, crossed eye.etc.
In addition the schools do not conduct further assessment to know the degree of the problem
and for appropriate educational placement. In contrary to this (Polloway and Patton, 1997)
emphasizes the importance of periodic assessment to know the degree of their vision and to
change the placement accordingly saying that “since children needs change from month to
month and from year to year, regular periodic assessment must be conducted.”
Regarding Individualized Educational Plan, as the researcher has observed and
interviewed teachers do not have individualized educational plan for students with
special needs . But literatures emphasize the importance of Individualized Educational
Plan to address the unique needs of each student. Smith stated that the Individualized
Educational Plan should include statement of current level of performance, annual
instructional goals, short term objectives, statement detailing special services to be
provided and the degree of integration in the regular classroom.
Concerning teaching strategies the respondents have explained that teachers used
different teaching strategies like group discussion, pair work and lecture method
according to the type of the lesson and subject matter. And teachers tries to involve
students with special needs in all activities and to make them active participants. In line
with this Azeb (1984) said that learning to occur, students must actively participate. No
learning can occur if the students passively sit because “education is a human experience
acquired in the process of man’s interaction with his physical and social environment.”
Concerning alternative teaching procedures teachers tried to slow their speed while
presenting the lessons in order to help the students follow the lesson and understand it
clearly and they also tried to write in bold on the blackboard to support low vision

Asian Business Consortium | AJHAL Page 131


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
students to become independent in their reading. But the concept of alternative teaching
procedures for students with special needs is far more from this. Teachers do not give
extra time for students with special needs to complete their activities because they think
that these students are equal with their peers and do not need additional time. But
Heward and Orransky said that regardless of the degree of impairment, one teaching
procedure that has been recommended for students with special needs is increased time
allotment for task completion. In addition to this the testing procedures are the same other
students and it is not modified and adapted for them. Concerning this idea Gearheart has
gives great emphasizes by saying “students with special needs require extra time to
complete assignments and examination and testing procedures may have to be modified
for them. Therefore it may be necessary either to extend the time for completion of the test
or to reduce the number of test items.”
Regarding materials and equipment all respondents of teachers, students and principals
have indicated that although there are Braille writer, and slate and stylus, there is a
shortage of Braille atlas, globe, measuring device, reference book written in Braille and
other necessary special materials in the library and resource rooms.
Students have also reported that the library does not have enough special educational
materials and the situation in the library is not convenient for visual impaired students. It
is not well furnished with the necessary materials such as tape recorder, talking books,
functioning electric socket. In contrary to this literatures show the importance of adapted
and modified materials and equipments Trussew stated that the primary nature of
educational program for the visually imparted students involves the modification and
adaptation of educational materials such as mathematical aids, geographical aids, writing
aids, talking calculator, closed circuit TV etc. Regarding the conduciveness of the physical
environment for the teaching-learning process, all participants of the study have reported
that the compound is not suitable for students with visual impairment and physical
disability. The majority of the students have complained that the width and the surface of
the desk is not suitable to use slate and stylus and to accommodate all the stationary and
other materials. In relation to this Best (1992) pointed out that the height and the surface of
the desk needs to be larger, flatter and more sloping to accommodate all Braille and
printed materials and equipments. The place where the visually impaired students
positioned in the classroom is comfortable for them. As they explained in the interview
part and also observed by the researcher in the observation session their usual place is at
the front side of the classroom in order to make them listen attentively and to help
students with low vision to read what is written on the blackboard in large print. In line
with this Best (1992) contends that the position of the blind child should enable him/her
to work without any strain and the blind child can better benefit from the learning if they
are placed where their attention is not taken up by other external stimuli.
Visually impaired students do not have access to move freely in the classroom. Since the
sizes of the classroom are small, the desks are putted very close to each other and the
passage between the rows is too narrow and therefore it does not permit free movement.
In contrary to this findings best (1992) again explains that the classroom has to give free
access which allows the child with visual impairment to move easily in the classroom.

Asian Business Consortium | AJHAL Page 132


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

CONCLUSION
The main purpose of this study was to assess the opportunities and challenges to
implement inclusive education. To this effect, the following basic research questions were
formulated to carry out the study.
 How did teachers of this school implement inclusive education?
 What are the best opportunities for the realization of inclusive education in these schools?
 What are the practical challenges for the provision of inclusive education in these schools?
 What mechanisms should be devised to alleviate these challenges?
In order to deal with these basic questions, related literature was properly reviewed and
questioner, interview and observation check list were prepared to collect the data. The
participants of the study were 6 teachers, 8 students with visual impairment, 13 students
with hearing impairment, 14 students with intellectual impairment, 16 students with
physical disability and 2 principals of each school. Concerning the sampling technique,
purposive and random sampling method were employed to select students, principals and
teachers and the data obtained was analyzed both quantitatively and qualitatively.
Based on the above major findings of the study, the following conclusions are made for the
opportunities and challenges to implement inclusive education.
 The schools have little opportunities and these opportunities did not pave the way to
implement inclusive education. And both schools faced many challenges to implement
inclusive education. Some of the challenges to implement inclusive education in these schools
are, the attitude of teachers and parents towards children with disability and teachers of
students with special needs, lack of attention from the education office both zones and
woreda, lack of educational materials, large class size, lack of skilled man power etc.
 The schools do not conduct scientific way of identification and assessment process to
identify and assess children with special needs. And there is no periodic assessment to
know the degree of their needs.
 The school does not have eligibility criteria to admit students with special needs.
 Teachers do not prepare individualized educational plan (IEP/ for students with
special needs though it is important to address the unique needs of each students.
 Although teachers tried to use different teaching strategies to involve students with
special needs in all activities, they do not provide extra time to complete their
activities, and the testing procedures is not modified and adapted for them.
 There is a shortage of special educational materials and equipment in the library and resource
room such as reference books written in Braille and some geographical and mathematical aids. In
addition to this the situation in the library is not convenient for students with special needs.
 Visually impaired students are positioned or placed at the front side of the classroom
but the width and the surface of the desk is not suitable to use slate and stylus and to
accommodate all the stationary and other materials
 Since the classroom is narrow and desks are putted very close to each other, visually
impaired students do not have access to move freely in the classroom.

RECOMMENDATION
Ethiopia has come along a way to education for all, however, there is still a gap in
providing access to all children and actualization of inclusive education as a result schools
and teachers find it difficult to accommodate students with special needs and compel
them to adapt to the school instead of adapting the school to the needs of the students.

Asian Business Consortium | AJHAL Page 133


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
To improve the existing trends and practice of teaching students with special needs and to
address the special educational needs of those children, it require the collaborative efforts
of parents, community members, teachers, school principals, governmental agencies. With
this background, the following recommendations are forwarded.
 The school should involve the scientific ways of identification and assessment
procedures and should conduct periodic assessment. Because if the students needs is
not fully assessed, it will be very difficult to address all their needs or it might put
them inappropriate placement.
 The school should have eligibility criteria to admit students with special needs
because having a disability alone do not guarantee special education service.
 Teachers should have to prepare individualized educational plan for students with special
needs to become a real inclusive school. Because the real essence of teaching students with
diverse educational needs is addressing the unique needs of each students.
 The school should ensure the availability of special materials and equipment by allocating
special budget and the library and the resource room should be equipped with the
necessary materials to provide the service needed for students with special needs.
 A particular attention should be offered to students with special needs in the
procedures of testing and examination. As the first measure, extra time should be
allotted. The item should also be modified and the number of items has to be reduced.
 Further practical training should be given for teachers to update their knowledge
especially on the area of sign language and Braille.
 The desks need to have wide surface that can contain all the stationary and other
materials and suitable to use slate and stylus.

REFERENCES
Ahmed, A. A. A., Siddique, M., & Masum, A. A. (2013, May). Online Library Adoption in Bangladesh: An
Empirical Study. In e-Learning" Best Practices in Management, Design and Development of e-Courses:
Standards of Excellence and Creativity", 2013 Fourth International Conference on (pp. 216-219). IEEE.
Beirne-Smith, M., Patton, J. R., & Ittenbach, R. (1997). Mental retardation (4th ed.). Columbus, OH: Merrill.
Blumberg, B., cooper, D. R. and schindler, P. S. (2011). Business Research Methods, 3rd European
Edition. London, McGraw Hill.
Byrnes, M. (1990). The regular education initiative debate: A view from the field. Exceptional
Children, 56, 345-349.
Davis, W. E. (1990). Broad perspectives on the regular education initiative: Response to Byrnes.
Exceptional Children, 56, 349-351.
Fuchs, D., & Fuchs, L. S. (1994-95). Sometimes separate is better. Educational Leadership, 52, 22-24.
Hilton, A., & Liberty, K. (1992). The challenge of ensuring educational gains for students with severe
disabilities who are placed in more integrated settings. Education and Training in Mental
Retardation, 27, 167-175.
Jenkins, J. R., & Heinen, A. (1989). Students' preference for service delivery: Pull out, in-class, or
integrated models. Exceptional Children, 55, 516-523.
Polloway, E. A., & Patton, J. R. (1997). Strategies for teaching learners with special needs (6th ed.).
Columbus, OH: Merrill.
Polloway, E. A., & Smith, T. E. C. (1992). Language instruction for students with disabilities. Denver,
CO: Love Publishing.
Polloway, E. A., Patton, J. R., Epstein, M. H., & Smith, T. E.C. (1989). Comprehensive curriculum for
students with mild handicaps. Focus on Exceptional Children, 21, 1-12.
Sadeghi DB and Safari R. 2012. The Impact of Collaborative Task on the FL Vocabulary
Acquisition ABC Journal of Advanced Research, 1, 8-14.

Asian Business Consortium | AJHAL Page 134


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)
Smith, J. D. (1995). Inclusive school environments and students with disabilities in South Carolina.
Occasional Papers, 1, 1-5.
Smith, T. E. C., Price, B. J., & Marsh, G. E. (1986). Mildly handicapped children and adults. St. Paul,
MN: West Publishing.
Sultana M. 2014. Ethics in Teaching Profession ABC Journal of Advanced Research, 3, 44-50.
This article was adapated, with permission, from Smith, T. E. C., & Hilton, A. (1994). Program design
for students with mental retardation. Education and Training in Mental Retardation and
Developmental Disabilities, 29, 3-8.
Tom E. C. Smith is Professor and Associate Dean, University of Arkansas at Little Rock. Carol A.
Dowdy is Associate Professor, University of Alabama at Birmingham.
Tsegaye MA and Moges BA. 2014. Roles And Challenges of Secondary School Instructional
Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative
Zone, Amhara Region, Ethiopia Asian Journal of Humanity, Art and Literature, 1, 48-69.
Turnbull, H. R., & Turnbull, A. P. (1998). Free appropriate public education (5th ed.). Denver, CO:
Love Publishing.
Wang, M. C., & Walberg, H. J. (1988). Four fallacies of segregationism. Exceptional Children, 55, 128-137.
Will, M. C. (1986). Educating children with learning problems: A shared responsibility. Exceptional
Children, 52, 411-415.

This article is is licensed under a Creative Commons Attribution-


NonCommercial 4.0 International License. Attribution-NonCommercial (CC BY-
NC) license lets others remix, tweak, and build upon work non-commercially,
and although the new works must also acknowledge & be non-commercial.

How to Cite: Mitiku W, Alemu Y and Mengsitu S. 2014. Challenges and


Opportunities to Implement Inclusive Education Asian Journal of Humanity, Art
and Literature, 1, 118-135.

Asian Business Consortium | AJHAL Page 135


Asian Journal of Humanity, Art and Literature, Volume 1, No 2 (2014)

 Off Pantai Dalam, Kuala Lampur, Malaysia


 Road # 4, Shyamoli, Dhaka-1207, Bangladesh
 3900 Woodhue Place, Alexandria, VA 22309, USA

www.abcreorg.weebly.com / www.abcjournals.net
Asian Business Consortium (ABC) is a multi-disciplinary research, training, publishing, digital
library supporting and service house. Though founded in 2010 as the Business and Computing
organization of Asia, it was reconstituted as the ABC in 2011. It has been working for creating
and nurturing talents in USA, Malaysia and Bangladesh since its inception. The objectives of
consortium are solely centered round the welfare and humane attitude of the founders who
enthusiastically took up this noble cause and materialized it with a view to promote research
and educational activities for the encouragement of scholars to develop their knowledge, to
publish their analysis oriented scientific researches in international Journals, books, the task of
organizing workshops, seminars, conferences, training, personality development programs and
allied services.
In addition to research activities, ABC provides a good number of scholarships to the poor and
meritorious students at various levels of education throughout the world. It plays an important
role in the field of research by funding research projects and publishing the research papers.
This consortium will unquestionably become the mouth-piece of the dark horses and
unacknowledged scholar whose endowed and commendable contributions shall be provided
an outlet keeping in mind the greater good of the larger society of the world.
ABC runs the following international referred journals for creating a platform to share the
thoughts of professionals, scholars and academicians throughout the world.
ABC Publications (ABC Journals)
 Asian Accounting and Auditing Advancement (4A Journal)
 Asian Business Review (ABR)
 Asian Journal of Applied Sciences and Engineering (AJASE)
 Global Disclosure of Economics and Business (GDEB)
 ABC Journal of Advanced Research (ABC-JAR)
 International Journal of Reciprocal Symmetry and Theoretical Physics (IJRSTP)
 American Journal of Trade and Policy (AJTP)
 Asian Journal of Humanity, Art and Literature (AJHAL)
 Malaysian Journal of Medical and Biological Research (MJMBR)
 Asia Pacific Journal of Energy and Environment (APJEE)
 Engineering International (EI)
 ABC Research Alert (Online)
Each journal home page provides specific information for potential authors and subscribers.
Open access policy, the quick review process, rich editorial boards and quality publications
have already made ABC Journals unique. ABC Journals are published under the direct
supervisions of renowned academicians of the world.
Collaboration in Conference: ABC considers high-quality conference papers for publication.
Please contact us for detailed information.
Collaboration in Publishing: If you like to start writing a book, propose a new journal
or advertise in ABC journals, please feel free to contact us.

Asian Business Consortium | AJHAL Page 136

You might also like