Abstract:
Issues of professional roles have been overlooked in developing countries, including Ethiopia. Due to this
fact, the present study was undertaken to investigate the integrative positions and capabilities of parents and
professionals in relation to the educ
study were purposefully selected from eight schools (six high schools & two colleges); experts of zone
Education Office and Bureau. The instruments employed to collect data were in
observations. The finding of the study disclosed that there was role confusion among professionals
concerning their areas of expertise. Professionals were reluctant or have poor awareness concerning
education of students/children with disa
experts were unfamiliar to the field. Lack of specific policy and laws that states responsibilities of teachers
at school level were not communicated to institutions and offices that in tur
children. Special education teachers were regarded as the only responsible professionals in the education of
children with disabilities in all areas. Hence, there is a need for a clear communication of available
education g
education including their participation in curriculum planning, educational decision making, and placement
of children with disabilities in the regions/country. Emp
conducting further researches on the educational intervention were some suggested ways to further assist
education of children/students with disabilities.
