International Journal of Development in Social Sciences and Humanities

The study is aimed at analyzing Ethiopian inclusive education strategy document whether it contextualizes about responsive learning environment for practicing inclusive higher education system. The study has employed case study design and descriptive method basing qualitative research approach so as to describe whether promising way outs of practicing inclusive higher education have been incorporated in the strategy or not as a national document prepared at ministry level. To meet this intention, content analysis method of analysis was qualitatively engaged. Both semi-structured interview guidelines and document reading were instruments to gather relevant data from the major data sources: the higher officials of MoSHE and the Inclusive Education/IE/ or Special Needs Education/SNE/ strategy document (2006), respectively. The study has found out that let alone for higher education system, the strategy has considerable gaps on practicing inclusive education at general education level with full positive attitude of disabled students though the strategy has its own implicitly stated feasible signals in place for serving students with disabilities. It has been revealed that IE support for university students with various disabilities has not still been strongly mainstreamed by the federal government of Ethiopia as like as general education: preschool, primary and secondary education students. Even the strategies suggested toward theAnd also still there is no well designed model recommended for Ethiopian universities at national level to practice inclusive education. Hence, it has been concluded that there is no strong inclusive education policy except the draft policy that is the inclusive education strategy document that only has its own holistically seen feasible signals which can be in place for serving students with disabilities. The strategies stated in the IE document to the practitioners are also focusing only on inclusive general education than inclusive higher education. So the status of Ethiopian Education and Training Policy addressing the issue of inclusive higher education is not that much judged as to the required higher level. There is no even any inclusive learning model designed for Ethiopian universities at national level to practice inclusive higher education. There is also high stigma or psychological ignorance of disabled students that has to be first resolved by the society itself. Thus, Ethiopian higher education learning environment cannot be said as easy and responsive for practicing inclusive higher education system. Hence, we shall better be obliged to suggest that stakeholders in the field should let the society stand for justice for every individual with various disabilities and eradicate their traditionally adapted high stigma or psychological ignorance against disabled students via research and outreach community services up to each and every household level as much as possible. practitioners for practicing inclusive education are more focusing on general education than higher education The web offers best quality hublot fake watches US for both men and women.
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