Abstract:
The objective of this study was to identify learning challenges encountered by preschool children
with disabilities in selected public and private preschools of Worabe city. The study used a
phenomenological research design. Data collection instruments were in-depth interviews,
interviews, FGD, and observation. The data obtained from different sources were analyzed using
the phenomenological condensation approach. Findings of the study revealed that the Learning
of preschool children with disabilities is influenced by socio-cultural challenges in public and
private preschools. Families of children with disabilities still hide their children with disabilities,
because of discrimination. There is thinking among the community that disability is caused due
to curse of God. Private schools resist receiving preschool children with disabilities. Roads and
entrances to schools are not suitable for CwDs. Toilets are not accessible and appropriate for
CwDs. There are no teaching aids that support the learning of children with disabilities and
there are not enough play materials that suit their individual needs. Compounds of private
schools are too narrow, and that of public schools is relatively wider. The majority of teachers of
preschool children with disabilities are not qualified and they lack the knowledge, skill, and
attitude to teach children with disabilities. Based on the results of the study, the following
recommendations are given: Awareness creation programs should be launched to correct the
thinking among the members of the society that disability, is caused due to curse of God and,
schools should be barrier-free and child-friendly, teachers of preschool children should be
trained
