Unheard Voices of Parents to Enroll their Children with Disabilities in Public and Private O/Preschool Classes in Gondar City Administration: Efforts at Home

Abstract

The purpose of the study was to investigate the lived experiences of previously unheard voices parents of children with disabilities to enroll their children in to O/preschools. Parents of children with disabilities, school principals, special needs education teachers, education bureau special need experts, and education bureau manager took part in the study. Transcendental phenomenological design with qualitative approach was used. Data were collected through semis-structured interview guide and focus group discussion guides and were analyzed thematically through in inductive and deductive approaches. Results indicated that parents tried hard their best to enroll their children in both public and private kindergartens, but the response of the schools’ was that they are not ready to accept such children. Parents with meager knowledge and sources are being challenged not to exert relevant efforts in and outside the home to compensate for the lack of access opportunities to help their children develop cognitive, social, motor, and behavioral skills. School principals, special needs education teachers, education bureau special need experts, and education bureau manager have tried their best to enroll the children with disabilities in to schools; but it seems things are beyond their capacity and it needs urgent government intervention to enforcing the schools to accept and accommodate these children. It can be concluded that the country’s constitution is not being implemented and children with disabilities are denied their education rights in O/preschool classes. The recommendations are government should be enforcing laws to force the schools to accept the children; special needs professionals be assigned in the schools; awareness be created to the society; and educators, counselors, and psychologists need to help the parents.